COWPERTHWAIT  &  CO.'S  EDUCATIONAL  SERIES. 


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The  Superiority  of  these  Books  is  fully  demonstrated  by  the  fact 
that  all  the  more  recent  Geographies  have  adopted  some  of  their  important 
features ;  and,  also,  by  their  long  continued  use,  and  re-adoption  as  fast  as 
revised  in  nearly  all  the  leading  Cities  in  the  Country. 


COWPERTHWAIT  &  CO.'S  EDUCATION  SERIES. 


Monroe 's  Readers  and  Spellers. 


Monroe's  First  Reader. 
Monroe's  Second  Reader. 
Monroe's  Third  Reader. 


Monroe's  fourth  Reader. 
Monroe's  Fifth  Reader. 
Monroe's  Sixth  Reader. 


First  Steps  in  Spelling.  \  Monroe's  Practical  Speller. 


First  Reader.  (Leigh  Type.)  i  Monroe's  Primer. 

First  Reader.       (German  Edition.)  \  Vocal  Gymnastics. 

MONROE'S  PRIMARY  READING  CHARTS. 

This  Series  prepared  by  Prof.  Lewis  B.  Monroe,  Dean  of  Boston  Uni- 
versity School  of  Oratory,  contains  many  original  and  valuable  features. 

These  Books  are  profusely  Illustrated  by  the  best  artists,  and  in  mechani- 
cal execution  are  superior  to  any  school  books  now  published.  The  Series  is 
so  arranged  that  the  First,  Second,  Third  and  Fifth  Readers  form  an 
Abridged  Series,  peculiarly  adapted  to  the  wants  of  ungraded  schools  in 
the  smaller  towns. 

This  Series  has  been  prepared  by  a  Practical  Teacher  of  Reading,— one 
who  has  devoted  many  years  to  the  subject,  and  carefully  studied  its  workings 
in  the  School  Roo?n.  The  methods  presented  have  been  practically  tested  for 
years  in  the  schools  of  Boston  and  elsewhere ;  and  the  books  contain  what 
experience  has  shown  to  be  the  most  productive  of  good  results. 

Every  Practical  Teacher  will  see  at  once 

the  advantage  of  books  prepared  in  such  a  manner.  Experience  is  needed  to 
judge  what  pieces  will  work  well  in  a  class.  The  selections  must  be  vivacious, 
interesting  in  subject,  and  happy  in  style,  and  must  possess  many  other  merits 
to  give  them  claims  to  be  used  in  the  School  Reader.  It  is  believed  that  the 
compiler  of  these  books  has  been  strikingly  successful  in  choosing  just  what  is 
needed.  The  three  higher  books  alone  contain,  in  addition  to  standard  pieces, 
more  than  two  hundred  and  fifty  choice  and  spirited  selections 
which  have 

Never  before  appeared  in  a  School  Reader. 


Within  less  than  two  years  from  the  time  the  series  was  completed,  the 
books  were  adopted  in  the  cities  of  NewYork,  Brooklyn,  Philadelphia, 
Salem,  Chelsea,  Utica,  Northampton,  Fitchburg-,  Fall  River,  In- 
dianapolis, Topeka,  and  in  hundreds  of  other  important  places,  and 
their  Sale  Exceeded  Half  a  Million  Copies. 


X 


Thought  and  ExfressioiN 


The  Child's  First  Book 


WRITTEN    LANGUAGE 


BY 

SAMUEL  S.  GREENE,  LL.D. 

AUTHOR  OF  GREENE'S  ANALYSIS  AND  ENGLISH  GRAMMAR 


PHILADELPHIA 
COWPERTHWAIT    &    CO. 

1877 


LB  I 
7 


Copyright, 
Samuel  S.  Greene. 

1877. 


Westcott  &  Thomson,  E.  Stanley  Hart, 

Stereotype™  and  Electrotypers.  Philada  Printer,  Philada. 


d^C, 


Preface. 


MOST  of  our  children  leave  school  with  little  or  no 
practical  training  in  the  art  of  expressing  their 
thoughts  with  the  pen.  And  such  are  our  methods  that 
most  of  the  remainder  will  be  kept  back  by  a  life-long 
dread  of  putting  their  thoughts  on  paper.  Their  power  of 
expression  by  writing  is  fettered  and  we  fail  to  set  it  free. 

True,  many  learn  a  school  penmanship  and  a  school  read- 
ing, or  in  the  technical  sense  "  learn  to  read  and  write."  But, 
whatever  may  be  said  of  the  reading,  the  writing  is  not 
introduced  with  any  immediate  reference  to  thought,  but  as 
an  art  of  itself.  It  is  usually  begun  some  time  after  the 
child  has  learned  to  read  and  spell ;  it  is  then  taught  as  the 
art  of  making  letters  and  putting  them  together,  not  as 
the  art  of  expressing  thought.  "  Hence  it  takes  on  that 
peculiar  style  which  the  taste  of  the  teacher  or  the  rules  of 
the  art  may  determine.  It  is  totally  unlike  that  which  the 
muscles  form  when  under  the  influence  of  thought — that 
which  gives  a  personal  character  to  the  hand- writing. 

This  procedure  is  equally  at  variance  with  nature  in  call- 
ing forth  muscular  action  in  speech.  The  muscles  begin  to 
act  under  the  impulse  of  thought,  and  under  the  same  in- 
fluence they  are  exercised  and  trained.  Every  child  thus 
acquires  his  distinctive  habit  of  speaking.  There  is  nothing 
in  the  nature  of  the  two  cases  to  occasion  this  difference. 
The  child  can  as  well  learn  to  write  as  to  speak  under  the 

543439 


•  4.»  ••:  .••••: :    :  /.  **\Prefaee. 

:  t * i fo  *■■  "* ;  «m ?*\ *■' 

influence  of  thought,  and  acquire  his  penmanship  accord- 
ingly. 

The  truth  is,  nothing  but  a  radical  change  in  the  method 
of  beginning  and  proceeding  will  ever  enable  the  mass  of 
our  children  to  wield  the  written  language  with  ease  and 
freedom.  So  far  as  appears  to  the  child,  in  learning  to  speak 
he  begins  with  expressions  of  thought  and  knows  nothing 
more  elementary.  Fortunately  he  is  not  aware  that  he 
really  begins  with  unmeaning  letter-sounds,  and  actually 
constructs  his  expressions  of  thought  by  combining  these. 
He  does  it  by  an  unconscious  process  to  which  it  is  best,  for 
the  present,  he  should  not  be  awakened,  lest  the  needed 
voluntary  effort  to  connect  thought  with  language  should 
thereby  be  embarrassed. 

It  is  here  that  the  common  method  appears  in  its  true 
light.  It  seeks  to  make  the  child  intensely  awake  to  un- 
meaning elements  and  disturbing  processes  at  the  very  be- 
ginning. It  regards  reading  as  a  sound-producing  rather 
than  a  thought-receiving  process,  and  writing  as  a  word- 
making  rather  than  a  thought-expressing  process.  Any  act 
of  conscious  spelling  so  preoccupies  the  mind  as  to  leave 
little  room  for  the  meaning  of  the  words  employed.  But 
what  shall  be  said  when  the  spelling  has  for  its  chief  aim, 
not  the  meaning  but  the  utterance  of  the  words?  It  be- 
comes a  positive  diversion  from  thought,  leaving  that  as 
something  wholly  incidental.  What  nature  seeks  to  con- 
ceal (elements)  at  the  beginning  our  method  of  spelling 
seeks  to  reveal,  and  what  nature  seeks  to  reveal  (thought) 
our  method  most  effectual ly  conceals. 

The  method  here  proposed  follows  the  plan  of  nature. 
It  teaches  the  child  to  write  as  well  as  read,  to  combine  ele- 
ments into  expressions  of  thought  in  writing  as  in  speaking, 
and  with  as  little  regard  to  the  elements  themselves, — to 
receive  thought  from  combined  elements  in  reading  as  in 


Preface. 


hearing,  and  with  a  like  freedom  from  any  distracting  ana- 
lysis or  hinderance  from  spelling ;  in  short,  to  make  reading 
and  writing  what  they  really  are,  correlative  and  auxiliary 
processes — the  one  to  draw  thought  from  written  language, 
the  other  to  put  thought  into  it.  It  is  adapted  to  the  child 
as  soon  as  he  can  make  and  interpret  forms  or  groups  of 
marks  as  he  made  and  interpreted  groups  of  sounds.  He 
should  know  as  little  of  letters  now  as  he  knew  of  letter- 
sounds  then,  that  he  may  combine  the  former  as  unwittingly 
now  as  he  did  the  latter  then.  At  first  he  merely  makes 
groups  of  letters  stand  for  thought,  but  will  ere  long  find 
that  the  letters  themselves  stand  for  sounds. 

In  the  transition  from  spoken  to  written  language  the 
method  is  initiatory ,  furnishing  the  very  first  step  which 
the  child  should  take.  He  may  and  should  have  previous 
object  lessons  on  form.  Having  completed  the  First  Book, 
he  is  prepared  for  the  First  Header  of  any  series,  as  also 
for  the  Second  Book  in  writing,  which  follows  this  to  un- 
fold a  series  of  true  Language  Lessons — not  for  the  purpose 
of  introducing  the  technical  terms  of  grammar,  but  for 
teaching  the  proper  forms  of  writing  the  language  for  the 
practical  affairs  of  life. 

The  fundamental  idea  of  the  whole  plan  is  that  the  child 
begins  with  the  only  essential  use  of  language  as  the  ex- 
pression of  thought,  and  proceeds  by  forming  a  per?nanent 
habit  of  writing,  as  he  did  of  speaking. 


Introduction 


EXPLANATION  OF  THE  METHOD. 

CHILDREN  and  the  mass  of  mankind  make  use  of 
language  only  as  an  instrument  for  the  expression  of 
thought.  They  put  thought  into  it  and  draw  thought  from 
it  with  scarcely  a  passing  notice  of  the  instrument  itself. 
Such  is  its  normal  use.  But  when  they  are  made  to  think 
of  the  language  itself,  whether  in  spelling,  reading,  reciting 
or  committing  to  memory,  their  attention  to  words  defeats 
the  very  end  for  which  language  is  given,  and  so  renders  its 
use  abnormal.  Such  use  often  becomes  habitual,  as  in 
learning  to  read,  and  shows  itself  in  a  meaningless  utterance 
of  mere  words.  The  aim  of  the  method  here  proposed  is 
to  teach  the  written  language  from  the  start  as  the  expres- 
sion of  thought. 

Language  in  its  normal  use  does  not  come  to  the  child  as 
letter-sounds,  syllables  and  words  to  be  put  together,  but  as 
these  already  put  together.  At  first  it  greets  his  ears  as 
the  Chinese  does  ours — a  mere  jumble  of  unmeaning  sounds 
— -just  as  now  the  written  page  greets  his  eye  as  an  array 
of  unmeaning  marks. 

It  was  no  analytic  scheme  of  the  philosopher,  but  the 
native  instinct  of  the  mother,  that  first  taught  him  to  draw 
thought  from  these  combined  sounds.  Calling  attention  to 
herself  or  to  some  object  near,  she  would  say,  "  Here  is  mam- 
ma," "  Here  is  kitty,"  "  Here  is  Jennie."  This  object,  with 
her  own  ge*stures  and  winning  smiles,  was  gradually  giving 
significance,  not  to  these  letter-sounds,  not  to  these  sylla- 
bles, not  to  these  words  as  such,  but  to  these  idioms  or  groups 
of  sounds.  It  was  these  combined  sounds  that  gradually 
associated  themselves  with  his  thought-pictures,  the  charm- 


Introduction. 


ing  objects  of  the  world  within  him.  At  length,  without 
object  or  gesture,  these  sounds  themselves  or  their  significant 
parts — never  anything  more  elementary — became  expres- 
sions of  thought  to  him  whenever  heard. 

This,  however,  was  but  one  part  of  a  double  process ;  soon 
arose  an  irresistible  desire  to  produce  these  sounds  when- 
ever the  objects  were  at  hand  or  the  pictures  presented 
themselves  to  his  mind's  eye.  To  his  ear  and  to  his  mind 
these  sounds  were  familiar,  not  as  separated,  but  as  put  to- 
gether ;  yet  his  undeveloped  organs  of  speech  were  too 
feeble  to  put  them  all  together  at  once.  At  first  he  did 
well  if  he  stammered  "papa"  when  he  meant,  "  There  is 
papa/'  Ere  long  he  could  say,  "  Da  papa,"  and  after  weeks 
of  practice,  "  There  is  papa."  Though  he  learned  gradually 
to  put  words  together  by  a  seeming  syntactic  process,  he  was 
really  gaining  the  use  of  a  newly-developed  faculty  on 
words  already  put  together.  At  length  oral  language  be- 
came expression  of  thought  to  him  when  heard,  and  from 
him  when  spoken. 

How  can  written  language  best  become  expression  of 
thought  to  him  and  from  him  ?  Not  by  learning  to  read  it 
merely,  not  by  learning  to  write  it  merely,  not  by  learning 
to  read  or  write  it  as  the  expression  of  sound  alone  or  chiefly, 
but  by  learning  both  to  read  and  write  it  as  the  expression 
of  thought  chiefly  and  of  sound  incidentally.  In  other  words, 
though  the  written  language  is  the  expression  of  sound  as 
well  as  of  thought,  it  should  be  learned  as  the  direct  expres- 
sion of  thought ;  it  should  be  to  the  eye  and  hand  what  the 
spoken  language  is  to  the  ear  and  tongue. 

No  intervening  process,  as  that  of  conscious  spelling,  either 
alphabetic  or  phonic,  should  be  allowed  to  hinder  the  direct 
association  of  thought  with  the  written  expression.  Ordi- 
nary spelling  is  a  logical  process  requiring  analysis  and  syn- 
thesis.    Yet  difficult  as  it  is,  it  would  receive  some  justifi- 


8  Introduction. 


cation  if  it  furnished  any  aid  in  associating  written  language 
with  thought.  On  the  contrary,  its  immediate  aim  is  to 
associate  written  language  with  sound,  and  so  it  becomes  a 
positive  interruption  to  thought.  The  child  who  has  just 
endured  the  strain  of  his  undeveloped  logical  faculty  in 
bringing  together  the  sounds  of  a  word  is  in  no  mood  for 
calling  up  a  well-formed  thought-picture.  He  has  done 
enough  to  pronounce  the  word.  But  is  he  to  learn  the 
words  without  spelling  ?  By  no  means ;  he  is  to  learn  them 
by  a  tacit,  unobtrusive,  unconscious  spelling,  just  as  he 
learned  the  spoken  words. 

How  is  this  to  be  ?  Nature  suggests  the  way.  In  her 
method  there  is  no  recognition  of  sounds  or  groups  of  sounds 
below  those  which  have  significance.  No  mother  ever 
dreams  of  helping  her  child  to  speak  dog,  for  example,  by 
analyzing  it  or  by  resorting  to  a  process  of  phonic  spell- 
ing, even  though  the  philosopher  insist  that  the  child  must 
make  three  muscular  efforts,  and  thereby  produce  and  com- 
bine three  elementary  sounds  in  order  to  speak  it.  What 
is  that  to  her  or  to  her  child  in  his  struggles  to  express  his 
thought  ?  Nature  represses  all  thought  of  elementary  sounds ; 
in  fact,  it  is  by  this  very  repression  that  combined  sounds  can 
become  expression  of  thought.  All  elements  and  all  combin- 
ing processes  are  wisely  hidden  lest  by  rising  into  full  con- 
sciousness they  divert  attention  from  thought.  The  child 
learns  unwittingly  to  speak  (spell)  the  elements  into  the 
words  and  think  the  meaning  of  these  without  stopping  to 
think  of  the  elements  themselves  or  of  what  he  does  with  them. 

Let  him  then  take  graphic  instead  of  phonic  elements — that 
is,  letters  instead  of  letter-sounds.  Let  him  write  (spell)  these, 
unwittingly  (as  letters)  into  the  words — simply  make  and  see 
the  words  as  something  significant,  without  stopping  to  think 
of  letters  or  how  he  uses  them  ;  let  him  give  attention  to  the 
meaning  of  the  words — at  present  to  nothing  more  elemen- 


Introduction.  9 


tary — and  he  is  in  the  true  way  of  learning  the  written  as 
he  learned  the  spoken  language.  He  simply  learns  to  put 
forth  his  own  thoughts  by  means  of  combined  marks  as  he 
did  by  combined  sounds  when  learning  to  speak,  and  thus 
begins  with  the  best  spelling  he  will  ever  learn — just  such 
as  he  will  need  in  all  the  affairs  of  life,  just  such  as  the  best 
writers  and  printers  employ,  all  the  spelling,  in  fact,  that 
he  will  need  for  the  present  in  learning  to  read  and  write. 

In  thus  putting  marks  together  as  he  once  put  sounds 
together  without  explicitly  knowing  what  he  is  doing,  he 
only  obeys  a  fundamental  law  of  nature,  as  also  of  the  great 
Teacher — namely,  the  law  of  doing  in  order  to  know,  not,  as 
in  the  common  method,  that  of  knowing  in  order  to  do.  He 
follows  the  true  philosophy  and  yet  is  aware  of  no  philos- 
ophy ;  he  acquires  an  unconscious  synthesis  to  render  possible 
a  future  analysis.  Writing,  like  speaking,  necessitates  a 
combination,  not  a  full  recognition,  of  elements.  He  makes 
the  language  for  the  purposes  of  thought,  and  afterward  by 
a  gradual  analysis  comes  to  know  it  as  it  is  in  itself.  Thus, 
his  pre-scientific  attainments  become  so  inwrought  that  his 
future  scientific  knowledge  may  be  evolved  from  an  expe- 
rience of  his  own,  and  not  slavishly  adopted  from  that  of 
another.  He  exalts  thought  and  subordinates  the  mere 
processes  of  language.  Analysis,  rigid  and  thorough,  is  yet 
in  store  for  him. 

He  thus  learns  to  write  by  writing,  to  read  by  reading, 
just  as  he  learned  to  speak  by  speaking,  to  hear  by  hearing, 
just  as  he  must  learn  to  swim  by  swimming.  He  must 
plunge  in  and  trust  to  the  instincts  of  his  nature  and  the 
example  of  others  to  find  out  how,  not  wait  to  know  how 
before  he  even  begins  to  learn  how. 

But  what  he  repeatedly  makes  as  the  expression  of 
thought  he  instantly  recognizes  as  the  expression  of  thought. 
This  advantage  from  doing  (actually  making  the  expression) 


i  o  Introduction. 


is  denied  to  those  who  do  not  learn  to  write  as  they  learn  to 
read.  Reading  is  not  the  art  of  spelling  and  pronouncing, 
as  many  suppose,  but  the  art  of  receiving  thought  at  sight 
of  its  written  expression.  In  fact,  when  thought  is  once 
awakened  by  visible  signs,  just  as  in  our  own  spontaneous 
thinking,  it  may  or  may  not  be  uttered.  If  uttered;  we  call 
it  reading  aloud  in  one  case  and  talking  in  the  other.  The 
first  step  in  all  true  reading  is  the  silent  reception  of  thought 
from  a  glance  at  the  written  language.  The  utterance  is 
incidental  and  should  be  prompted  by  the  presence  and  in- 
ward impulse  of  thought.  Utterance  from  mere  spelling 
should  never  be  called  reading. 

Thus  the  question  is  answered.  Written  language  may 
become  expression  from  and  to  the  child  only  by  learning  to 
write  as  well  as  read,  and  to  do  both  for  thought  primarily 
and  chiefly  for  sound  really,  yet  incidentally ;  it  then 
becomes  to  the  eye  and  hand  what  the  spoken  language  is 
to  the  ear  and  tongue. 

As  soon  as  the  child  enters  upon  this  course  he  is  on  the 
way  to  a  more  scientific  knowledge  of  the  language  as  such. 
He  cannot  long  write  the  oft-repeated  letters  without  ask- 
ing what  they  are  and  what  they  are  called  ;  he  cannot  long 
put  them  into  words  in  an  invariable  order  without  feeling 
that  any  other  order  is  wrong ;  he  cannot  make  and  pro- 
nounce such  words  as  cat,  rat,  hat,  mat,  sat,  hat  without  per- 
ceiving that  written  words,  through  their  letters,  represent 
spoken  words.  In  the  mean  time,  he  has  lost  in  nothing 
but  has  gained  in  everything — in  reading,  in  writing,  in  the 
true  art  of  spelling  and  in  the  use  of  language  as  the  instru- 
ment of  thought.  He  has  given  due  prominence  to  the 
thought-element  at  the  very  start,  and  comes  to  a  knowledge 
of  the  sound-element  gradually  but  surely.  How  much  bet- 
ter for  his  future  than  if  this  order  were  reversed  ! 

In  all  this  he  is  never  without  guidance.     But  at  first, 


Introduction.  1 1 


both  in  the  words  and  in  the  idioms,  his  guidance  is  wholly 
external.  He  copies  the  models  with  unquestioning  fidel- 
ity, and  thereby  gradually  discovers  resemblances,  differ- 
ences, uniform  changes  and  countless  analogies  which  be- 
come inwardly  suggestive.  At  length  these  give  rise  to  a 
permanent  impression,  a  sort  of  linguistic  instinct,  which, 
though  never  infallible,  is  of  the  highest  value  in  the  use 
of  language,  written  as  well  as  oral.  It  is  prompt  to  utter 
its  unobtrusive  protest,  "  That  does  not  look  right,"  when- 
ever the  spelling  or  construction  is  wrong. 

Thus  out  of  his  own  experience  he  may  gradually  evolve 
a  scientific  grammar  of  the  language.  But  if  he  never 
does  this,  he  may  become  a  good  writer,  may  keep  his 
accounts,  transact  his  business,  carry  on  his  correspondence, 
prepare  reports,  write  advertisements  and  paragraphs  for 
the  press — may  do  anything  required  in  good  writing — only 
he  may  not  be  a  critic  and  may  not  always  know  when  he 
is  right  or  wrong,  He  will,  however,  escape  that  untold 
loss  which  the  present  method  entails  upon  all  who  must 
cut  short  their  school  education. 

One  thing  more  should  be  said.  Language,  as  the  word 
indicates,  is  tongue-work,  and  not  hand-work.  The  chil- 
dren need  drill-practice  on  form  before  they  touch  the  pen 
or  pencil.  No  better  plan  than  that  of  the  Kindergarten 
can  be  devised — namely,  that  of  placing  sticks  of  measured 
lengths  so  as  to  train  the  eye  and  hand  in  creating  the  vari- 
ous forms.  For  the  same  purpose  these  forms  should  be 
drawn  upon  the  slate.  Lessons  of  this  kind  ought  to  pre- 
cede any  attempt  at  reading  or  writing.  Not  only  this, 
but  conversation,  free,  assuring  and  inspiring,  should  be 
resorted  to  at  all  times  as  the  chief  means  of  awakening 
and  drawing  forth  thought. 


Suggestions  to  the  Teacher, 


"VTEVEE  ask  a  hesitating  child  to  spell  a  word  for  its 
JLi  pronunciation,  but  to  write  it  for  its  meaning,  and 
thus  secure  both ;  for  he  who  writes  a  word  must  spell  it, 
and  he  who  knows  the  meaning  of  any  familiar  word  can 
pronounce  it. 

2.  Make  the  thought  the  chief  thing  and  the  act  of  ex- 
pression a  kind  of  incidental  necessity,  and  thus  lead  the 
child  imperceptibly  through  what  might  otherwise  be  an 
irksome  task.  Keep  up  the  child's  delight  in  expressing 
thought  by  making  it  as  fresh  when  written  as  when  spoken. 
Let  all  the  drill  exercises  and  all  the  criticisms  which  are 
intended  to  secure  correctness  of  expression  be  carried  on  in 
the  interest  of  thought.  The  language  should  be  good  not 
so  much  for  its  own  sake  as  for  the  thought  which  it  em- 
bodies. 

3.  Keep  constantly  in  mind  the  three  stages  through 
which  the  child  must  pass — the  copying  stage,  or  that  in 
which  he  imitates  the  model  again  and  again  under  the 
special  guidance  of  the  teacher  and  is  drilled  with  unabat- 
ing  fidelity ;  the  memory  stage,  or  that  in  which  the  suffi- 
ciency or  insufficiency  of  the  copying  is  tested  by  an  appeal 
to  the  mental  model ;  the  mastery  stage,  or  that  in  which  all 
effort  of  memory  ceases  and  the  written  expression,  like  the 
spoken,  comes  to  mind  spontaneously. 

12 


Suggestions  to  the  Teacher.  13 


4.  Let  the  children  use  the  script  letters  in  writing  and 
reading.  In  the  earlier  reading  lessons  the  script  and 
Roman  letters  are  used  together  that  the  children  may  catch 
the  latter  by  their  similarity  to  the  former.  It  may  be 
thought  best  to  use  at  first  the  Roman  or  to  make  the  script 
so  conform  to  it  as  to  render  the  resemblance  more  striking. 
The  teacher's  own  experience  will  be  the  best  guide.  By 
all  means  eventually  teach  them  to  make  what  they  will 
hereafter  use  in  reading  and  writing,  and  to  grasp  from  re- 
semblance, so  far  as  may  be,  what  they  will  use  for  the  most 
part  only  in  reading. 

5.  Use  the  blackboard  incessantly ;  make  it  copybook, 
ppeller,  dictionary  and  grammar,  and  yet  without  seeming 
to  be  either.  Let  the  lessons  be  increased  by  adding  new 
words  whenever  the  children  can  bear  it,  and  by  all  means 
divide  the  given  lessons  if  they  are  found  too  long.  Fortu- 
nately, the  teacher  has  at  hand  a  sure  test :  they  can  write 
from  memory  what  they  have  copied  sufficiently.  Fre- 
quent reviews  will  be  found  indispensable,  and  these  will 
give  constant  employment  even  to  the  youngest  classes. 

6.  As  soon  as  possible  make  the  new  method  of  express- 
ing thought  practical  and  useful  by  permitting  and  encour- 
aging the  children  to  present  their  requests  to  the  teacher 
in  writing,  or  to  make  a  record  of  anything  that  interests 
them. 

7.  At  all  times  seize  upon  the  peculiar  advantages  of  the 
method.  It  is  neither  the  word-method  nor  the  spelling- 
method,  and  yet  it  combines  the  excellences  and  avoids  the 
faults  of  both.  The  child  learns  no  word  without  spelling 
it,  and  spells  no  word  for  the  sake  of  learning  it.  He  spells 
it  for  thought  and  learns  it  from  spelling,  yet  the  spelling 
and  the  learning  are  so  incidental  and  unobtrusive  that  it 
becomes  at  once  the  sign  of  thought. 

8.  Not  only  so,  but  enter  into  the  spirit  of  the  method. 


14  Suggestions  to  the   Teacher. 


Become  to  the  children  in  the  written  language  what  the 
mother  was  to  her  child  in  the  spoken.  Know  nothing  but 
language  as  expression  of  thought.  Then  no  emergency 
can  arise  which  will  not  be  readily  met.  What  mother, 
whether  from  the  city  or  the  desert,  ever  fails  to  give  her 
own  language  to  her  child  ?  Progress  will  be  measured,  not 
by  the  number  of  verbal  forms  acquired,  but  by  the  facility 
with  which  living  thought  is  put  into  written  form. 

9.  Let  criticism  cease  to  be  the  work  of  a  detective, 
seizing  upon  every  violation  of  law ;  let  it  rather  be  that 
of  a  friend  seeking  to  make  the  child  a  law  unto  himself. 
Let  the  standards  be,  not  the  abstract  canons  of  the  books, 
but  the  practical  examples  of  good  usage.  Let  these  bo 
presented  in  actual  instances  for  the  inspection  of  the  chil- 
dren, and  let  the  attention  be  called  to  those  points  which 
are  especially  to  be  impressed.  Let  the  appeal  be  made 
to  that  instinctive  insight  for  which  children  are  especially 
noted.  Thus  they  will  see  what  competent  authority  does, 
rather  than  commit  to  memory  what  a  book  says.  Usage 
will  be  their  guide  in  the  written  as  in  the  spoken  lan- 
guage. "  Every  one  writes  so"  will  be  as  authoritative  as 
"  Every  one  speaks  so,"  and  the  teacher  has  only  day  by 
day  to  represent  this  authority. 


Part  I. 


EXPRESSIONS  FOR  OBJECTS. 


LESSON  1. 


J2>ee  JAe  mm. 
See    the    dog. 


1  7-X    tN   V 


Method.— 1.  Make  the  thought  vivid  and  real  by  ob- 
ject, picture  or  description.  Point  out  and  read  the  two  full 
lines,  each  child  tracing  the  line.  Read  the  third,  "  See 
the,"  in  a  low  tone,  but  "  dog"  with  emphasis. 

£.  Write  in  script  on  the  board  "  dog."  Do  it  slowly, 
plainly,  with  open  letter  resembling  the  Roman  or  ordi- 
nary printed  letter,  at  first.  Then  point  to  the  picture,  and 
to  the  printed  and  written  word,  saying  dog. 

3.  The  children,  separately  and  together,  speak  "dog." 
Teacher  says,  You  speak  "  dag"  to  tell  what  you  think,  but 
I  write  "dog"  (writing  at  the  same  time)  to  tell  what  I 
think.  In  the  next  lesson  you  may  write  it.  How  many 
would  like  to  do  it? 


Note. — The  lesson  proper  for  the  child  is  in  large  type.     He  is  sup- 
posed to  know  nothing  of  the  "  Method  "  or  notes  in  small  type,  except 

15 


1 6  Thought  and  Expression. 


LESSON  2. 


Method, — 1,  Teacher  at  the  board  goes  over  Lesson  I. 
as  before,  and  says,  See  how  I  write  "  dog,"  making  the  parts 
distinctly,  but  saying  nothing  of  letters,  spelling  or  any- 
thing else  but  this  new  way  of  expressing  thought. 

2.  Children  with  slate  and  pencil  imitate  the  model  awk- 
wardly, roughly  and  almost  illegibly,  it  may  be,  but  quite 
as  well  as  they  first  spoke  it. 

Suggestions. — The  teacher  will  realize  the  advantage  of 
encouraging  words  at  this  moment  of  triumph,  as  when  the 
mother  caught  the  first  word  from  the  child's  lips.  Cheer  them 
on,  make  much  of  this  new  way  of  telling  their  thoughts,  nothing 
at  all  of  parts  or  processes  Urge  them  on  directly  to  the 
main  object — namely,  that  of  giving  and  receiving  thought  from 
written  language.  The  fundamental  rule  is — as  when  they  were 
learning  to  speak — Repeat,  repeat,  REPEAT,  till  the  forms  are 
permanently  impressed.  Let  them  copy  this  word  many  times 
and  preserve  their  work  for  examination.  This  gives  them 
something  to  do  at  once. 

as  they  come  to  him  through  the  teacher.  The  teacher  will  do  well  to 
study  and  follow  the  Method  until  her  experience  suggests  a  better,  re- 
membering that  the  language  in  small  type  is  for  her,  not  the  child, 
unJ  that  hers  is  for  the  guidance  of  the  child.  He  is  accustomed  to 
take  oral  language,  not  as  language,  but  as  thought  in  language.  That 
he  may  not  take  written  language  as  mere  language,  every  possible 
exertion  should  be  made  to  give  freshness  and  prominence  to  the 
thought.  Hence  no  formulated  rules  should  at  present  be  committed  to 
memory  as  language.  When  the  child  has  repeated  a  process  many 
times,  he  may  fell  what  he  has  done ;  that  is  true  expression. 


Expressions  for  Objects. 


17 


LESSON  3. 


(Reading.) 


m. 


dog*. 


(Writing.) 

Ms  t/a-t 


Method.— 1.  Let  the  children  read  the  first  expres- 
sion first  from  their  slates  as  something  which  they  have 
made  to  stand  for  dog ;  then  from  the  first  line  in  the  book 
as  the  same  ;  then  from  the  second,  as  something  like  theirs. 
Let  them  catch  the  word  at  a  glance,  the  eye  following  the 
order  in  which  they  made  the  word.  Allow  no  hesitation, 
as  if  they  were  spelling.  Let  them  speak  it,  as  when  they 
really  see  a  dog  or  are  thinking  of  one.  Thus,  let  them 
begin  right  in  reading. 

2.  Let  them  write  the  example,  the  dog,  the  teacher  say- 
ing nothing  of  putting  two  words  together,  of  the  space  be- 
tween them,  or  of  the  period  at  the  end ;  but  be  sure  that 
they  copy  everything.  They  will  thus  begin  correctly  in 
writing.  Let  them  copy  this  many  times,  as  above. 
2 


i8 


Thought  and  Expression. 


LESSON  4. 


(Reading.) 


dog. 


the     dog. 


(Writing.) 


j^lee  Me  dfea. 


ee 


Me  tm 


Method.—  1.  Head  the  first  and  second  example,  as  in 
Lesson  III. ;  read  the  third  and  fourth  as  one  expression, 
"  the  dog,"  not  "  the — dog."  Bring  into  a  single  group  the 
words  which  express  a  single  thought.  Never  allow  the  words 
to  be  isolated,  as  when  children  consciously  spell  them. 

2.  Teacher  writes  on  the  board  "See;"  children  imitate 
without  a  word  about  capitals.  Teacher  writes  after  "  See," 
with  a  suitable  space,  "  the  ;"  children  imitate.  The  teacher 
carefully  inspects  their  work  to  make  the  imitation  as  exact 
as  possible.     In  like  manner  insert  "  dog." 

3.  Give  drill-practice,  while  keeping  in  mind  this  whole 
idiom  for  calling  attention  to  objects.     Write  first  "  See 

then  "  the   dog,"  and  so  on.     Encourage  them  to 


imitate  accurately,  but  promptly.     Impress  the  whole  ex- 
pression firmly  and  make  them  familiar  with  it. 

Note. — Hitherto  the  blanks  have  indicated  a  suppression  of  parts 
which  the  mind  and  voice  could  readily  furnish.  They  suggest  that 
the  whole  idiom  has  a  form  which  must  be  kept  in  mind.  They  will 
have  the  same  value  hereafter,  but  with  the  further  meaning  that  they 
are  to  be  actually  filled  by  writing.  Let  the  children  copy  what  is  writ- 
ten and  supply  the  rest. 


Expressions  for  Objects. 


19 


(Heading.) 


LESSON  5. 


<oa. 


dog. 


/ne  cw- 
the     dog 


See     the     dog. 


(  Writing.) 


ee 


cm. 
cm. 

• 

'ua. 


tea. 


20 


Thought  and  Expression. 


Method, — 1.  Let  the  pupils  read  the  first  two  lines 
silently  for  the  thought,  then  let  them  speak  naturally, 
as  they  would  their  own  thoughts.  Proceed  in  the  same 
way  with  the  second  and  third  two  lines.  Let  the  reading 
be  thought-receiving,  and  the  speaking  thought-uttering. 

2.  Teacher  writes  on  the  board  "  See  the,"  and  then 
says,  What?  Pupils  may  now  speak  and  tell  what  object 
can  be  put  in  place  of  dog.  From  the  pictures  they  will 
be  likely  to  say  cat,  pig,  but  they  may  be  made  to  add  many 
others  from  such  thought-pictures  as  will  come  to  mind. 
The  more  vivid  these  are,  the  better  ;  they  will  create  a  sense 
of  want.     How  shall  we  write  "  ox,"  " horse,"  "  boy,"  etc.? 


LESSON  6. 

(Reading.) 


/-fie  ae 
the     dog 

the     cat. 

/ne  Am. 
the     pig. 


j^ee  /fie  €t&. 

See     the    dog 
j2?ee  Me  cat. 

See   the   cat. 
J2tee  Me  n& 

See   the    pig. 


Note, — At  all  times  before  dismissing  the  class  assign  a  suitable 
review  lesson  for  them  to  write  at  their  seats.  Let  their  work  be  read 
and  examined.  It  is  the  period  for  forming  habits;  let  them  be  so  good 
as  never  to  need  correcting.     This  idiom  opens  a  wide  field   for  the 

blank  "See  the ."     Occasionally  new  words  such  as  help  make  up 

the  idiomatic  forms  will  appear  for  the  first  time  in  the  reading  lesson. 


Expressions  for  Objects, 


21 


(  Writing,) 

(fy.   dee  Me 


d€e 
dee  ^it 


0,     4 


d^e 


0 


e 


(what?)" 


U, 


e  fie 
/ 


22  Thought  and  Expression. 

Method, — 1.  Let  the  children  read  from  their  books, 
from  their  slates,  and  from  examples  written  spontaneously 
by  the  teacher  on  the  board. 

2.  Teacher  may  say  something  like  this :  When  we  see 
anything  that  excites  our  feelings  suddenly,  we  often  speak 
out,  0,  and  talk  earnestly  ;  but  when  we  write,  we  make 
these  marks  (teacher  writes  0,  and  places  this  mark  (!)  at 
the  end)  to  show  that  we  are  in  earnest.  Now  look  at  this 
picture  ;  you  would  say,  "  0,  see  the  cat !"  You  may  now 
write  it  as  I  do. 

Suggestion. — In  all  these  examples  it  is  everything  to  the 
child  to  see  just  how  the  teacher  makes  the  expressions.  Work  with 
the  children  and  for  them.  Make  them  feel  that  they  are  really 
telling  something.  Take  pains  to  connect  the  words  with  thought, 
and  they  will  soon  be  connected  with  sound.  If  any  wish  to  know 
the  name  of  a  letter  (as  0,  here)  give  it. 


lesson  7. 

(Reading.) 

a  Me  €o// 


See    the     frog     and      the     cat! 

£/,  deeMemmanaMe/ua/ 
0,    see  the  dog  and   the   pig! 

C.A 


m/  in 


0,    look!     the   pig!     the    cat! 


Expressions  for  Objects, 


23 


(Writing.) 


ete  id 


A 


€M  id  /Ae  ltd. 


fAe  id 


Crd  /Ae  ca/  neies 


'd 


e: 


p 


£/,   Aete  id  Me  la// 

o, / 

a 


vete  id 


<zn. 


Suggestion. — The  teacher  will  draw  attention  to  the  tones  of 
voice  when  we  speak  to  ask  anything,  and  will  then  show  how  we 
write  to  ask,  as  in  the  fifth  line;  Great  care  should  be  taken  that 
every  distinctive  mark  (here  (  ?  )  )  be  faithfully  imitated.  The  change 
of  idiom  to  that  of  the  object  near  need  not  be  named  to  the  children. 
They  perceive  it  intuitively. 


24  Thought  and  Expi'ession. 

LESSON  8. 

(Reading.) 

\J...,  dee  M^  ia// 

0,  see     the     rat! 

\J,  /aeJt/  Aeie  id  m<e  ua 

0,  look !      here    is    the     dog 

(J/  dee  wie  ea/ana/ne  e/aa.' 
0,  see  the    cat   and    the    dog ! 

Jveie  id  Me  eei/. 
Here     is    the    cat. 

Crd  /Ae  dea  A^ief 


Is     the    frog     here  ? 


Wc,  neie  id 
No,     here     is    the    dog. 

€/,  <neie  td  a  eo/,  M  a 
0,    here  is   a   cat,  or   a   dog! 


Expressions  for   Objects. 


25 


Suggestion. — See  Note,  Lesson  VI.  Be  sure  that  the  children 
read  a  cat,  not  a — cat.  (See  Method,  Less.  IV.)  The  blank  to  be 
filled  by  oral  practice  still  pertains  to  the  object  (what?).  The 
idiomatic  formula  "  Here  is ,"  will  soon  be  mastered. 

(Writing.) 


lieu    dee 

2 


dee  wtti ~  vnemde  * 

ed .  •  Or  tw-  dee  Ma/  ^ne^cde. 


ed; u&  dee 

'd    MoJ  Mid 

a  __ 


/ 


&  4W-U  dee  tntd 


d  wfrid 

U,     dee 


/ 


26 


Thought  and  Expression. 


an 


<pee 


ed;   sueu  €tm 


dee  /Aid  muema  M,a/ 


Suggestion, — The  teacher  will  call  upon  the  children  to  speak, 
then  write,  any  other  words  for  the  hlanks ;  as,  "  Do  you  see  the  cat, 
dog,  mouse,  pig,"  etc.  If  it  should  be  found  that  new  words  come 
in  too  fast  for  the  children,  take  only  one  or  two  of  them. 


LESSON  9. 

(Reading.) 

[Let  the  children  read  from  their  slates  and  in  review  of  Lessons 
VI.  and  VII.] 

(  Writing.) 

%e    id 


G^d  ma/  &<v  Meief 


■ed 


/Aa/  fa<z  id  Meie. 


Expressions  for  Objects.  27 


0, Mat / 


&  man  <u  m^n. 
eie  id  /Ae  twaf 

neie  id  ? 


#n 


t/aa  id  w&/  /Sei 
d   /fieie/ 


ed;    ins id  tnebe. 


Dictation. — How  many  of  you  can  think  just  how  to  write 
dog  f  You  may  all  close  your  books  and  write  dog,  cat,  pig. 
How  many  can  write,  "See  the  dog"?     Let  all  try  it. 


28  Thought  and  Expression. 


Suggestion, — Impress  the  idiomatic  form,  "  There  is ,"  and 

let  them  fill  the  blank  orally.  The  children  are  now  prepared,  at 
least,  to  begin  upon  the  second  stage  of  their  work.  It  will  give 
rise  to  special  sharpness  of  attention  when  they  feel  that  they  must 
remember  what  they  copy  from  sight.  Hereafter  the  attempt  to 
recall  should  be  made  at  every  Lesson. 

The  teacher  may  gradually,  and  without  formality,  impress  upon 
the  mind  the  characteristics  of  the  idioms  ;  thus,  "Suppose  the  object 
were  near,  what  would  you  say  or  write f"     "Suppose  it  were  at  a 

distance  or  out  of  sight?"     They  will  soon  recognize  "Here  is ," 

"  There  is ,"  "  Where  is f  " 


LESSON  10. 

(Heading.) 


o-  4/au  dee  mat  fnoudS: 
Do     you    see     that     mouse  ? 

\J,  "Ued  /  Cs  dee  ma/dn&ade, 
0,    yes ;     I     see    that     mouse. 

ytrAett  id  Me  ea/^ 
Where     is     the    cat? 

j^Veie  id  Me  €€?/. 
Here     is    the    cat. 


Expressions  for  Objects. 


29 


an  Me  ea/dee  Me  ^^taade/ 
Can    the   cat  see   the   mouse  ? 

{yfneie  id  Me  uz/f 
Where     is     the    rat  ? 

C%  Me  aha  Mete/ 


Is     the     dog     there  ? 


Quan  Me  a>aa  dee  Me  ia// 
Can     the   dog    see    the    rat? 


3Q 


Thought  and  Expression. 


ed 


wem    d<n> 


dee  Mm  ie4e. 


ed, ,  •  ifou  ^men, 


0, 


<m/   a  ta>, 


(J/   umeie  id  Me  ia/e 


p 


hau  me  urn.- 


? 


Expressions  for  Objects. 


ed;    uie  <7<nud/  urn. 


ed;    me 


Dictation, — Cat ;  the  dog  ;  this  rat ;  a  pig  ;  see  the  rat.  [Give 
any  other  expressions  which  the  children  are  able  to  write  from 
memory.  It  is  important  to  press  forward  this  part  of  their  work. 
They  gain  rapidly  after  they  can  write  from  memory.] 


LESSON  11. 

(Heading.) 

See  the  dog  and  the  pig. 
Where  is  the  dog?  The  dog  is 
here.  Where  is  the  pig?  There 
is  the  pig.  Can  the  pig  run  ? 
Yes ;  the  pig  will  run.  Can  the 
pig  see  the  dog  ?  Yes ;  the  pig 
can  see  the  dog,  and  the  dog  can 
see  the  pig.  0,  see !  see !  poor 
pig! 

[Let  the  children  read  also  from  their  slates  and  from  the  board.] 


32 


Thought  and  Expression. 


(  Writing,) 


■a  lieu  dee  inm  <ckwa 


Ma/  au/f    Cw,/     c/  t/o- 
ne/  dee  /Ae  #  w  M  /Ae  mu. 

/_ 


fa 


ne 


■at 


zie   id    /ne   vent,    eina 
wnete  id  /<he  #Ut 


Expressions  for  Objects. 


33 


eefi     a-. 


■/ 


ede  ee^/d 


/ 


em  4naw/u  ee'Ud  ate  /Aele  / 


eat  witfwi 


'? 


YjAeie  €Ue  faa  Ae 


f 


dee/  dee.' 


/Ae  Aen  tma 
me  eALeA&wd  / 


34  Thought  and  Expression. 


€4t£   4nan44  Cfi^cmfid   ate 

ele/ 


Dictation* — Here  is  the  pig.  See  the  rose.  O,  there  is  the  hen ! 
[Give  some  six  or  eight  examples.  Keep  up  an  incessant  drill-practice 
that  the  thought  may  be  permanently  impressed  (pressed  in)  as  if  into 
the  idiomatic  form,  just  as  the  seal-image  is  pressed  into  the  wax.  It  is 
only  in  this  way  that  thought  can  be  expressed  (pressed  out) — that  is, 
from  the  mind  into  the  idiom — and  thus  made  to  manifest  itself  out- 
wardly as  the  seal-image  does  in  the  wax.  Let  the  impression  be  strong 
and  permanent.  The  teacher  will  see  that  the  chief  object  is  to  make 
an  indelible  impression  of  the  thought-picture  upon  the  written  words 
before  much  is  said  of  sounds.  Printed  pictures  are  mere  substitutes  or 
auxiliaries.  The  minds  of  the  children  can  readily  be  trained  to  asso- 
ciate with  words  far  better  pictures  than  the  artist  can  make.  Any 
good  plan  which  will  interest  the  children  in  thought  is  always  desirable. 
Take,  for  example,  a  bat,  and  fix  their  attention  upon  some  instance  in 
which  a  real  bat  was  flying  about  the  room.  Ask  them  to  recall  it  and 
think  how  the  bat  looked.  Do  this  whenever  new  words  for  objects 
occur  in  the  Lessons,  or  whenever  they  are  put  in  by  the  teacher  whether 
they  have  been  previously  given  or  not.] 


Expressions  for  Objects. 


35 


LESSON  W. 

(Heading.) 


€ie  aie  Me  cJumend/ 

Where      are    the     chickens  ? 
0TP 


c/Aeie  /<? 


There  they 
are.  Do  look 
at  them ! 


€ni€mnd  / 
0,  see  the  hen  and  the  chickens ! 


How     many       are     there  ? 


36 


Thought  and  Expression. 


lere    is    one     chicken. 
#  ijeu  dse .  us 


Do     you    see    it  ? 


(  Writing.) 


? 


Expressions  for  Objects.  37 


04    _ 


w  ntm?-  nad  ute  vau  .< 
S2W<z/e  nod-  Me  4mu. 

<>e  wiu  id  u  noui/ 


'? 


Dictation. — The  fox.  See  the  frog.  Here  is  the  cat.  Where 
is  the  mouse  ?     This  is  the  rat. 

[To  attract  the  attention  of  the  children  to  the  thought,  and 
thus  divert  it  from  the  irksomeness  of  learning  mere  language,  the 
teacher  may  easily  make  a  real  game  of  this  lesson.  Let  a  ball, 
a  pencil,  a  knife  and  a  button  be  passed  from  one  to  another  till  no 
one  but  the  possessor  knows  who  has  the  objects.     Teacher  writes 

upon   the   board,  Who  has  the  ?   (naming   any  one   of  the 

objects).  '  The  possessor  raises  the  hand.  Children  write,  Who  has 
the  ball?  (that  being  the  object  named).  George  raises  his  hand. 
Teacher  writes,  and  children  imitate,  George  has  the  ball.  Thus 
they  learn  the  new  idiom,  and  also  how  to  write  their  own  names. 


38 


Thought  and  Expression. 


They  should  gradually  learn  such  expressions  for  possession  as 
Johns,  Kates,  my,  mine,  your,  yours,  our,  ours,  his,  hers,  its,  their, 
theirs.  These  will  be  introduced  from  time  to  time.  The  Lessons 
should  increase  in  interest.  Here  are  two  objects,  the  possessor  and 
the  possessed.  For  oral  practice,  and  as  a  preparation  for  writing, 
the  teacher  may  ask,  What  has  the  batf  What  has  the  fish  f  etc., 
eliciting  as  answers  wings,  fins. 


LESSON  13. 

(Heading.) 

0,  see  there!  a  bat! 
Do  you  see  the  bat? 


Yes ;  I  see  the  bat. 


Will  the  bat  bite  me  ? 

0  no ;  the  bat  will  catch  a  fly. 

Here  is  a  fly. 

Where  is  the  hen  ? 

Here  is  the  hen. 

The  hen  has  six  chickens. 

Can  you  see  the  chickens  ? 


Expressions  for  Objects.  39 

Misplaced  Objects. 

( To  be  written  with  the  proper  objects.) 

The  bat has horns. 

The  cow has fins. 

The  fish has feet. 

The  dog has wings. 

The  fox has scales. 

[Let  the  children  write,  The  has,  and  then  select  a 

suitable  object.] 

(  Writing.) 


*<be  id  wm 


n&le  id * 


eui  id  {m 

a/  miu  id 
c/na/  id  a  €l&m. 


40  Thought  and  Expression. 


i  id  em  ene  ; 
dee  Mtu  iuien  / 


eteie  id  <me  mien. 


Cjne  -mien  id  neai  Aei  ned/. 
tyfAei/  nod    /Ae    mien    idi 


e  iuue  miend. 


[The  teacher  can  add  interest  to  the  expression  for  the  place  of 
the  object  by  putting  it  successively  over,  under,  beside,  before,  behind, 
some  other  object.  Thus,  Where  is  the  knife?  It  is  on  the  table, 
over  the  table,  under  the  table.  Resort  to  every  such  artifice  to  make 
the  Lessons  interesting  to  the  children.  Here  again  are  two  objects, 
one  known  and  the  place  of  the  other  fixed  by  it.] 


Expressions  for  Objects. 


41 


LESSON  14. 

(Writing,) 


]d  Mtd  w&tM     NUi 


0eeife  d  /an. 
tuns 


'ed ,  ■   Mete  /   J2?ee  //  <mm. 


42 


Thought  and  Expression. 


£/.,   dee  Me  m/ceJu  dmvm/ 

(J        A^ 


■at/?/  Jieal  me 


ai. 


/ 


c/m  e/aa  id  meal  me  jwz. 
(J ,     dee    Aow- 


ew    mwf. 


•wT.fi-.fcPv 


Expressions  for  Objects.  43 

(Place  the  proper  actions  with  their  objects.) 

V€tU  Me  ent'/a- — &aiA. 

eM  Me  e/ea dint 

(J,   dee  Me  dneude-— 

(J,  dee  Me  e/ai^e aneim. 

(%)€m  d4eu  dnane  Me  /en 


cm  d4(m  dnam  me  ne-ide 


drum 


f 


[Let  the  children  have  oral  practice  before  writing,  and  be  sure  to 
test  their  power  to  recall.] 

Dictation. — Teacher  gives  : — Here  is  my  top.     Where  is  your 
pen?     0,  see  the  rat  and  the  cat!  etc.,  etc. 


44  Thought  and  Expression. 

(Reading.) 

i/aned 
mn  nad  u.      Gr/id  in  net 
noma,      ^fneie  id  n^u  /oAs 


id    unaet    Me  A 


■o  iniu  dfiin  Me  /on/ 


Cs  im/i  dAin  M        c/neie. 
c/ne  ea/  id  neat  i/ 
'-ode    no/  id   Mid/ 
■e  id  cAead  na/% 
id  na/  ^id  on  Me  /a 
'■ode  no/  id  Ma// 


Expressions  for  Objects.  45 

C&/  id  Ji&Am  d   M€t/. 

Qoan  Ae  ae/  u/ 
C/yc-;      Ae     ccwwzo/  ae/  u, 
vu/  Gnwn  can. 


Who  is  that?  That  is  Ned. 
Whose  dog  is  with  him  ?  That  is 
my  dog.  Will  your  dog  bite  ? 
Yes,  he  will  bite  a  rat.  There ! 
see  him  bite  that  mouse  ! 


LESSON  IS. 

(  Writing.) 


dee  wia. 


■/ 


46  Thought  and  Expression, 


id    C~/V(U€H444   i<M 

Hiu   id   & 

Cr/id  net ''a  ettiWj  &u/i 

cJ/id 

Jam? 


d  me  to- 


&/    me  tmt  id  mm. 


dntmiJ  at/iwe   a&ued 
te  tw 


tmw  iniee  iu- 


dTf 

€   {7/lUdd    id 


id  ale-en. 


Expressions  for  Objects.  47 


c/ne  dffru  u 


ne  fetue  dJPu  id  a&mw  ud. 


ccm  4tau  dee/ 

(  Writing.) 

(Object  and  quality  to  be  properly  united.) 


c/ne  ma  id iud/. 

c/<ne  eie-m  id wnue. 


e  dm&m  id 

d/Pu  id ateedi 


en? 

e  eiididd  id   Mue. 


48 


Thought  and  Expression. 


e  <mctn  14 


ale. 


$rt 


tee   id KM- 


Dictation, — Let  the  teacher  put  together  three  or  four  short 
connected  idioms  so  as  to  make  a  little  story ;  thus,  The  cat  is  after 
the  mouse.  0  see  the  mouse  run !  There  !  the  cat  has  him !  Will 
the  cat  eat  him?     0  yes ;  she  will  eat  him. 

[Lessons  may  be  made  more  and  more  interesting  as  the  children 
learn  to  characterize  the  objects,  or  tell  how  they  are  in  themselves, 
as  black,  white,  hard,  soft,  smooth,  rough,  long,  short,  etc.  The  idioms 
for  these  are  learned  early.  They  take  two  forms,  one  when  the 
characteristic  is  prominent,  the  other  when  it  is  incidental.] 


LESSON  16. 

(  Writing.) 


ewet  dee  a  feMa 


Expressions  for  Objects.  49 


n,  wu    neai    & 


a<zd  4wz* 


eyed;    Cs  Aeai  mem  d-<ma. 
Quam  d/aa  wlue  Mwitz  weiidd  / 

tzna  mute  dn-oi/  meu^d. 


id  id/ 


we  "ine  dwne  Me 
4 


50  Thought  and  Expression. 

'/  Aei  ntme  ne-i  tmu. 

(Heading.) 

May  I  go  to  school  ?  Yes  ;  you 
may  go.  Can  you  write  ?  I  can 
write  a  little.  Can  you  read  what 
you  write  ?  Yes  ;  I  can  read  what 
I  write,  and  what  the  teacher 
writes.    Can  }^ou  write  these  marks 

Yes ;  I  write 
them  every  day.  I  make  words 
out  of  them.  What  do  you  call 
them  ?  I  call  them  word-marks, 
but  Jane  calls  them  letters. 

(  Writing  and  Reading.) 

Teacher  pronounces  distinctly  some  familiar  expression.  Children 
write  it.  Then  each  reads  his  own.  They  then  exchange  slates  and 
read  one  another's  writing. 

[If  they  are  embarrassed,  it  will  help  the  teacher  to  see  what  kind 
of  drill  is  needed  in  penmanship.  The  children  are  not  yet  pre- 
pared to  criticise  one  another's  work.] 


Expressions  for  Objects.                 51 

LESSON  17. 

(  Writing.) 

Cme  ccd 

€tm  um. 

c/ne 

ctm 

(Sizn  

? 

c/ritd  mu  wum  leaa. 

r/A/?/ 

4>P1j7/?4 

/ 

GWtm 

? 

vtd>  <mtt4/ 


cM,u/ p 


52  Thought  and  Expression. 


a-, 


aued  


p 


e  d<nau  u> 

2  d- 


p 


>e  weu-i-a  e^me. 


te  wvu> 


/bum <r 

cy&a  mum  dfana. 


Expressions  for  Objects.  53 

ou  muuz 

(wta  . * 


[Drill  practice  will  make  apparent  to  the  eye  the  distinctions 
which  the  children  have  long  since  made  intuitively.  Add  to  these 
exercises  in  which  the  descriptive  words  used  by  children  shall  come 
in,  such  as  good,  bad,  big,  large,  little,  small,  pretty,  naughty,  nice, 
funny,  jolly.] 


LESSON  18. 

(Drill  practice  in  reading  and  tvritina.) 

ie    id r. 

0TP 


c/m 


u. 


&  id  fiieSu . ? 


<mce 


iwe  aaa 


T 


y 


54  Thought  and  Expression. 


j2/ee  Me  UtMe  la- 

^eie  ale 4mcft 


Csd  ma  neief 


ele  c< 


&. 


[Let  the  children  fill  the  following  blanks  with  any  suitable  words, 
and  each  read  from  the  slate.] 

a/ id   Ut 


c/nede i&Awe. 


Csd  ww m * 

an  ne * 


Expressions  for  Objects.  55 


0,: / 

c/A<z/  ^tee  td  <n^M  _ 


(Heading.) 

Your  watch  is  right.  It  is  on 
the  table.  I  can  see  my  face  in 
it.  Let  me  take  your  nice  watch. 
Who  has  the  key?  I  will  wind 
it.  My  mamma  has  a  gold  chain. 
May  I  put  her  chain  on  your 
watch  ?  0,  no ;  she  will  not  let 
you  do  it. 


LESSON  19. 

(Reading.) 


}a/  Aee 


That     tree    is    tall. 


$6  Thought  and  Expression. 

\J,   dee  /n#4e  Mue  miud. 
0?    see    those     blue    birds ! 

Cr  wii^e?. 

How      many        words       shall 
I     write  ? 

ctW  wu&u  mii/e  Aut  iuentzd. 
You   may     write    four   words. 

(  Writing.) 

C/ne  iewin  id  a  mia. 


d?7 
W>  id  — 


Crd  /Aid  d^ien  a  ccmes 

cj* P. 


Expressions  for  Objects.  57 


id  JeMel  id  d:;  ay   C^   A. 

Csd  Mid  /eMei  dvnau  /,   b  ? 
ed  ;  Mid  /eMiiddwit 

<u  ieafei  id  Mid — J2?  / 
c/sud  teu&b  id  taiae  S. 

fneiv  / 


[Idioms  for  telling  what  objects  are  will  come  into  use  every  day. 
"  What  is  it,  or  what  do  you  call  this?"  is  the  question  of  childhood. 
Let  the  teacher  present  real  objects,  with  the  question,  "  What  is 
this  ?"     All  write  "  It  is  a ."] 

In  this  way  bring  forward  the  letters.  They  appear  in  alphabeti- 
cal order  in  the  next  Lesson,  to  be  referred  to,  but  not  to  be  learned 
as  an  alphabet  at  present. 


58                 Thought  and  Expression 

I. 

LESSON  20, 

The  Alphabet. 

t 

3CEIPT     LETTERS. 

> 

CM    a 

J   / 

jj    4 

S  4 

&ti£  & 

cT  / 

4      € 

<=!   / 

%    a 

0  J 

OW  m- 

fy    ¥ 

6     e 

g/  n 

<M:,UL 

<r/ 

0    « 

%    <v 

0   a 

S*  / 

C7    y 

Jti* 

2    f 

/> 

<J  / 

3     4 

P 

Expressions  for  Objects.  59 

LESSON  21. 

The  Alphabet. 


ROMAN  LETTERS. 

A 

a 

J 

• 

J 

S    s 

B 

b 

K 

k 

T    t 

C 

c 

L 

] 

U    u 

D 

(1 

M 

m 

V   v 

E 

e 

N 

n 

W  w 

F 

f 

O 

0 

X   x 

G 

g 

P 

P 

Y   y 

H 

h 

Q 

q 

Z    z 

I 

• 

1 

R 

r 

&  & 

[Attention  should  be  drawn  to  the  alphabet  gradually.  By  this  time 
the  children  have  acquired  some  facility  in  the  use  of  letters.  Thus  far 
they  are  merely  word-marks.  Let  them  gradually  become  known  by 
name  and  sound.] 


6o  Thought  and  Expression. 


LESSON  22. 

(Review.) 

General  Exercises. 

[These  exercises  are  to  be  given  out  by  the  teacher — not  necessarily  in 
this  order,  not  all  at  one  session,  especially  not  always  the  very  words 
here  given.  Let  every  review  embrace  what  has  been  done,  but  always 
with  variations  and  additions,  as  indicated  by  the  dash,  or  etc.] 


1.  Eead  Lessons  11,  13,  14, , ,  - 

2.  Write  [teacher  dictates]  ox,  fox,  box, 
, ;  this  house,  that  pen,  my  hat, 


that? 


■ ;  Here  is  the  dog.     Where  is  the  horse  ?     Who  is 


y  )  > 


3.  Write   any  good  word  for  these   blanks  (teacher 

writes  the  blank  form  on  the  board).     Who  has 

■  ?     Is  that  a ?     Where ?  etc. 

4.  Pupils  give  short  examples,  as,  Hear  that  man 
scream  !  etc.,  etc. ;  the  teacher  writes  them  on  the  board. 

5.  Teacher  writes  a,  m,  p,  s, , , , , 

,  ,  on  the  board ;  children  write  the  same  on 

their  slates,  first  small,  then  capital  letters.     Children 
give  the  names  of  the  letters  written. 

6.  Teacher  calls  upon  any  one  to  give  a  short  word, 
as  pin ;  she  then  utters  the  first  sound,  writing  p,  then 
the  second,  writing  iy  then  the  third,  writing  n,  then  she 
utters  pin.     Class  repeat  this  exercise  with  other  words. 

7.  Teacher  gives  the  sound  of  m  and  asks  the  children 

to  write  the  letter  for  it,  the  same  with  a,  c,  d,p,  s , 

, , , .     Children  name  the  letters. 

8.  Teacher    writes   an    example    on   the   board,   as, 


Expressions  for  Objects.  61 

This  is  a  hen,  leaving  it  for  a  moment ;  then  removing 
it  she  calls  upon  the  class  to  reproduce  it ;  then  they  re- 
move and  write  it  again  a  little  quicker,  then  again,  and 
so  on  till  they  write  it  promptly.  Be  careful  that  they 
write  correctly. 


LESSON  23. 

(Review.) 
General  Exercises. 

Teacher. — All  think  of  the  object,  and  write — 

1.  Dove,  cat,  hen,  zebra,  pig,  boys. 

The  dog ;  this  horse ;  that  bird ;  those  chickens ; 
these  ducks. 

2.  The  little  pig;  those  wild  ducks;  these  young 
crows ;  those  old  wrens. 

3.  It  is  a  mouse.  There  is  the  boy.  Here  is  the 
man.     Who  is  that? 

4.  Where  is  my  white  hat?  O,  see  the  little  top 
spin  !  Who  has  John's  smooth  cane  ?  Whose  new  pen 
is  this  ?     Where  is  my  nice  cap  ?     Here  it  is. 

Spelling. 

1.  Think  of  the  object  and  of  the  word,  and  tell  me 
what  I  shall  write  for —  (Here  the  teacher  pronounces 
the  word,  then  writes  the  letters  on  the  board  as  the 
children  name  them.) 

2.  Teacher  names  the  letters  of  some  familiar  word, 
and  the  children  write  the  word  on  their  slates. 


62  Thought  and  Expression. 

3.  Teacher  writes  the  following  examples  one  at  a 
time,  and  after  erasing  asks  them  to  write  and  name  the 
letters  in  order :  In  the  house ;  On  the  top ;  Here  is  the 
cat. 

[If  any  fail,  repeat  the  trial,  requiring  each  to  look  attentively  to  the 
part  which  was  missed.] 


LESSON  24. 
Test  Exercises. 

1.  The  copying  test. — In  no  case,  thus  far,  have  the 
children  been  called  upon  to  criticise  one  another's 
examples.  The  cop)Ting  has  been  done  under  the  direct 
inspection  and  guidance  of  the  teacher.  It  is  best  for 
them  at  first  not  to  see  the  imperfect  examples  which 
would  thus  be  placed  before  them.  It  is  to  be  hoped 
that  they  may  now,  without  detriment,  examine  one 
another's  work  by  exchanging  slates.  This  test  will, 
however,  need  the  special  care  of  the  teacher.  It  will 
help  the  children  to  read  varied  forms  of  writing.  Let 
them  read  the  examples  thus  given  them  ;  then  let  them 
call  attention  to  any  omissions,  defects  or  errors.  This 
will  eventually  be  as  serviceable  to  the  teacher  as  to 
the  children.  Let  them  review  Lesson  14,  for  example, 
and  exchange  slates. 

2.  The  memory  test. — This  presupposes  faithful  and 
repeated  copying.  It  may  be  conducted  in  various 
ways,  but  generally  should  be  mingled  with  the  new 
lessons.  In  this  the  children  write  from  dictation,  and 
their  success  or  failure  will  show  their  real  progress. 


Expressions  for  Objects.  63 

This  will  guide  the  teacher  as  to  the  necessity  of  reviews. 
It  is  to  be  conducted  by  pronouncing  distinctly  such 
words  or  idioms  as  are  supposed  to  be  familiar  or  are 
thus  to  be  made  familiar.  Let  them  try  any  of  the  first 
six  lessons.     Press  on  this  work  vigorously. 

3.  The  mastery  test. — This  is  an  advance  upon  the 
preceding.  It  is  conducted  by  taking  the  most  familiar 
examples  and  requiring  the  children  to  write  them  with 
unhesitating  readiness.  At  present  few  examples  may 
be  ripe  for  it.  It  is  time,  however  to  begin  on  some  of 
the  most  frequently  written  examples.  Let  the  children 
see  who  will  write  them  promptly,  and  yet  correctly.  It 
is  a  stimulating  exercise,  and  hereafter  should  be  re- 
sorted to  daily. 

Exercises. 

1.  Let  the  children  copy  in  script  letter  the  reading 
exercise  of  Lesson  11,  p.  31,  thus  receiving  the  thoughts 
from  Roman  letters  and  expressing  them  in  script. 

[Here  they  need  not  rules  for  capitals,  punctuation-marks,  etc.,  but 
a  well-guided  attention  to  everything  in  the  prevailing  way  or 
fashion  of  doing  the  work.  They  will  seize  at  once  upon  what  they 
see  as  the  way  others  do  a  thing,  while  the  mind  shrinks  from  learn- 
ing and  applying  the  rule  for  the  very  same  thing.  Yet  they  will 
soon  be  able  to  put  into  statement  their  own  custom.] 

2.  In  like  manner  let  them  copy  from  pages  38,  45, 
50,  55. 

[Here  let  the  children  exchange  slates  and  compare  the  written 
copy. with  the  printed  original.  Now  let  them  search  sharply  for 
any  omissions  or  deviations.] 

3.  This  work  being  done  and  cleared  from  the  slates, 
the  teacher  pronounces,  for  the  memory  test,  any  of  the 


64  Thought  and  Expression. 

sentences  which  they  have  just  written.  Thus,  without 
the  model  before  them,  they  are  to  express  in  writing 
the  thoughts  they  receive  through  the  ear. 

[Here  teacher  and  pupils  will  look  carefully  to  the  examples 
written.     A  good  habit  is  everything  in  the  art  of  writing.] 

4.  In  a  similar  way  give  other  sentences  containing 
familiar  words. 

5.  The  teacher,  knowing  what  examples  are  most 
familiar,  will  now  give  out  any  for  rapid  writing. 

6.  Teacher  now  shows  them  how  to  put  into  form  a 
note  to  their  teacher,  or  to  any  one  else,  making  a  simple 
request ;  as,  for  example,  to  exchange  a  book,  to  leave 
the  seat  or  the  room. 

[Let  them  do  this  from  time  to  time  as  a  real  thing.] 

Note, — In  conducting  writing  exercises  for  the  purpose  of  spelling, 
it  is  a  good  plan  to  call  upon  the  children  to  write  some  example ;  as, 
"  See  the  fox ;"  then  let  them  erase  it,  think  how  they  wrote  it,  and 
simply  tell  what  marks  they  must  make  to  rewrite  it.  Thus,  large 
£,  double  e,  or  e,  e  (pronounce  or  not) ;  space,  tee-aitch-e,  space, 
ef-o-ex,  period.  This  shows  what  marks  they  must  make  to  write  it, 
and  that  is  spelling  for  written  forms.  This  exercise  should,  at  present, 
be  introduced  only  occasionally.  Instead  of  naming  the  letters,  let 
them  give  their  sounds,  then  pronounce  and  write  the  words.  Endeavor 
to  secure  variety  of  exercise  in  thought,  but  with  it  incessant  repetition 
of  form.  Be  sure  to  reverse  every  process — that  is,  give  what  was  re- 
quired, and  then  require  what  was  given. 


Part  II 


EXPRESSIONS  FOR  EVENTS. 

LESSON  25. 

(  Writing.) 

Bees  buzz. 

swim. 

Birds 

Do  trees  grow  ? 

Do sleep  ? 

Do  dogs ? 

The  cat  mews. 

Cats 

Does  the  boy  play  ? 


Note. — In  Part  T.  the  script  letter  has  been  given  in  the  text  as 
examples  for  the  children  to  copy.  They  have  become  sufficiently 
familiar  with  the  forms  of  the  letters  to  make  them  at  sight.  They 
are  hereafter  to  remember  the  script  forms,  and  make  them  when  other 
forms  are  given.  It  will  be  well  for  the  children  soon,  if  not  now, 
to  use  pen  and  ink. 

5  65 


66  Thought  and  Expression. 

Do  the spin  ? 

Does  the  wheel ? 


Do  the  men  work  ? 

0,  how  the  wind ! 

Do  see  that  horse ! 

Let  the  children  write  the  following  words  in  proper 
combinations. 

Frogs,  bugs,  hens,  cows,  robins,  fishes,  cackle,  low, 
sing,    croak,   buzz,    swim. 

[Here  we  have  the  root  of  all  idioms  or  sentences  for  customary 
actions.  The  children  will  be  interested  in  learning  to  write  what 
they  have  already  learned  to  speak  so  fluently,  as,  for  example,  in 
telling  what  the  horse,  the  dog,  or  the  duck  does.  Without  naming 
these  distinctions,  let  them  write  many  examples  in  the  singular 
and  plural,  the  declarative,  interrogative  and  exclamatory  forms.] 

(Heview.) 

Children  read  and  write  Lessons  6  and  7.  Let  them 
write  from  dictation,  0,  there  is  a  pig !  See  that  horse. 
Where  is  my  pen ?     Who  is  that?     See  the  zebra  run. 

Let  them  read  from  examples  written  on  the  board. 

[Add  to  this  list  of  objects  and  customary  acts.  The  children 
must  increase  their  written  vocabulary,  and  should  feel  it  an  offence 
against  good  usage  not  to  begin  their  sentences  with  capitals  and  end 
them  with  the  proper  mark.  The  teacher  has  only  to  call  attention 
to  real  examples  to  show  what  the  custom  is. 

Thus,  the  teacher  writes  any  example,  as,  Do  the  men  work —  and, 
for  a  moment,  omit  the  question  mark,  asking,  What  mark  shall  I 
write  here?  Let  every  member  of  the  class  decide.  In  the  same 
way  write  0,  how  the  dust  flies  — .  See  the  boys  run  — .  Where  are 
they  going  — .] 


Expressions  for  Events.  67 

LESSON  26. 

(  Writing,) 

Lions  eat  meat. 

eats  worms. 

flies. 

drink 


Larks 


The  bird  feeds  her  young. 

The  horse  eats 

The  cows 

The drinks 


What  does  the  bee  make? 

What  does see  ? 

What  do play  ? 

Do  dogs  gnaw  bones  ? 

Do milk? 

Does  the grass  ? 

0,  how  the  mill  grinds  the  corn ! 


68 


Thought  and  Expression. 


[Children  write  and  connect  properly  the  following.] 

Tigers  eat water. 

Horses  drink meat. 

Hens  lay  -_._______  their  fins. 

Birds  feed ice. 

Fishes  move eggs. 

Heat  melts .___. their  young, 

[The  plan  and  character  of  this  lesson  will  need  no  explanation 
to  the  teacher ;  but  while  the  children  write  it  faithfully,  their  atten- 
tion is  not  to  be  called  to  the  grammatical  object  as  such,  only  to  the 

thought,    What  does  eat?     Encourage 

the  children  to  put  in  anything  else  y^^^ 

which  the  thought  admits.]  ^  ^^llfcM 


(lieadiiifj.) 

There !  that  cow  is  here !  See  how  she 
eats  the  corn.  Who  will  run  for  her? 
John!  John!  drive  that  cow  off.  It  is 
Henry  Cook's  cow.  She  is  a  bad  cow. 
See  the  fence.  She  tears  off  the  rails  and 
breaks  it  down.     Catch  her  if  you  can. 


Expressions  for  Events.  69 

LESSON  27. 

(  Writing,) 

Those  boys  are  running. 

Are  those ? 

What  are  those doing  ? 

The  wren  is  feeding  the  little  wrens. 

What  is  the  wren: ? 

The  mouse  is  creeping  slily. 

The are the  cheese. 

How  is  the  sleeping  ? 

The  horse swiftly. 

(Reading  and  Writing.) 

Teacher  writes  several  examples  on  the  board  for  the  children  to  read. 

Children  write  from  dictation — Birds  fly.  The  hens  eat 
corn.  Can  the  bird  sing?  0,  see  the  horse  run ! — and  then 
exchange  slates,  reading  the  examples  as  well  as  they  can, 
and  calling  the  attention  of  the  teacher  to  anything  that 
troubles  them. 

Teacher  gives  put  a  few  examples  for  the  mastery  test 
(p.  12,  3),  a  few  examples  for  spelling  by  writing,  tries  them 
on  Lesson  19,  to  see  how  many  letters  they  can  name,  and 
from  time  to  time  teaches  them  to  repeat  the  letters  in 
alphabetical  order. 

Should  any  of  the  combinations  be  incorrectly  made — as,  "  The  hens 
is  eating  corn " — try  to  make  the  children  feel  that  the  expression 
does  not  "  sound  well"  when  spoken,  or  "look  well "  when  written. 


yo  Thought  and  Expression. 

LESSON  28. 

(Reading.) 

The  dog  barks.  Do  dogs  run?  Yes; 
dogs  do  run.  How  many  dogs  has  your 
brother?  He  has  two  dogs  and  one  cat. 
Do  cats  bark?  0,  no!  cats  mew.  What 
do  the  birds  do?  The  birds  sing,  eat,  fly 
and  chirp. 

(Reading.) 

Review. 

Where  is  my  top  ?  It  is  under  the 
table.  May  I  spin  my  top?  Yes;  you 
may  spin  your  top  on  the  floor.  Who  has 
the  ball?  Dick  has  the  ball.  Let  us 
play  ball.  Who  will  pitch  the  ball9 
James  shall  pitch  it.  Give  me  the  bat. 
0,  it  is  a  bad  bat !  Let  me  have  John's 
bat.     That  is  a  good  one. 

[Give  review  exercises  as  in  previous  Lesson.] 


Expressions  for  Objects. 


7i 


LESSON  29. 

(  Writing.) 

The  birds  sang  upon  the  trees. 
The ran 


Did  the  birds  sing  upon  the  trees  ? 

Did  the fly air  ? 

0,  how  the  birds  sang  upon  the  trees! 

0,  how  the rode sleds ! 

Where  did  the  boys  play  ball? 
Where  were  the  bees  making  honey  ? 
0,  how  the  hot  sun  did  burn  the  grass ! 
Was  the  boy  writing  his  lesson  well  ? 
Yes ;  he  was  writing  every  word  well. 
He  was  reading  what  he  wrote. 


72  Thought  and  Expression. 

[Here  two  modifications  of  the  idiom  will  be  noticed  by  the 
teacher :  the  time  is  changed  and  the  place  or  manner  is  specified. 
No  technical  form  should  be  given  to  the  children.  They  already 
apprehend  or  feel  the  distinction.  It  may  be  incidentally  noticed  as 
a  change  in  the  thought.  Take  any  common  objects  that  act  or  are 
represented  as  acting,  such  as  ducks,  fishes,  foxes,  bears,  sun,  moon, 
water,  ice,  and  let  the  children  name  any  action  or  state.  Teacher 
then  assigns  a  suitable  lesson,  requiring  them  to  write  what  they 
speak,  adding  the  place  or  manner  of  the  event.] 


LESSON  80. 

(  Writing.) 

James  has  caught  the  ball. 

Has  ____, his  lost  knife  ?  ~ 

Who  has  caught  the  ball? 
Who  has  _____      "      _____  ? 
David  had  written  before  we  began. 
He  writes  well  and  reads  well. 

What  had       . when  we  came  ? 

Who  had - at  noon? 

Have  the  boys  read  their  lesson  ? 

0,  how  neatly  Jane  has  done  her  work ! 

Charles  had  not  written  one  word. 


Expressions  for  Events. 


(Reading.) 

0,  see  the  horse !  How  he  runs !  There !■- 
he  stops  by  the  fence.  Who  will  catch 
him  ?  I  cannot  catch  him.  Here  comes 
Ned.  He  will  catch 'the  horse.  0,  how 
the  horse  tosses  his  head!  Will  he  kick 
Ned  ?  0,  no ;  Ned  has  some  oats.  Horses 
like  oats.  There!  Ned  has  caught  the 
horse.  See  him  eat  the  oats.  Horses  should 
be  well  fed.     Give  them  hay  and  grain. 


[The  teacher  will  bear  in  mind  any  of  the  past  lessons  which 
have  not  been  reviewed  sufficiently  to  impress  them  permanently. 
Let  them  be  reviewed  carefully,  but  with  such  changes  as  will  keep 
the  thought  fresh.     Give  new  words  whenever  needed.] 


LESS0AT31, 

{Writing.) 

The  cherries  are  ripe.  You  may  eat 
ripe  cherries.  Unripe  fruit  will  make  you 
sick. 

The  boys  are  playing  ball.  They  have 
formed  a  club,  and  have  made  my  brother 
Joe  captain. 


74 


Thought  and  Expression. 


Come  and  take  your  little  sister  with 
you.  We  shall  sail  in  the  boat.  Where  are 
you  going  ?     We  shall  sail  down  the  bay. 


(Heading,) 

Look !  there  is  Kate.  What  is  she  feed- 
ing ?  It  looks  like  a  little  dog  No ;  it  is 
a  rabbit. 

Do  you  see  his  ears?  0,  what  long 
ears!      0,  look!   look!  what  a  little  tail! 

Will  he  bite  Kate  ?  0,  no ;  rabbits  will 
not  bite  any  one. 

What  has  Ned  done?  0,  see!  see!  he 
has  broken  his  slate. 


Expressions  for  Events.  75 

How  did  he  break  it?  He  fell  on  the 
ice  as  he  was  coming  to  school. 

See  how  his  nose  bleeds.  He  fell  flat  on 
his  face,  and  his  nose  struck  the  ice. 

Did  he  cry  ?  Yes ;  he  cried  a  little,  and 
then  came  bravely  to  school. 

Ned  is  a  good  boy.  Let  him  wash  his 
face.     I  will  give  him  a  slate. 


LESSON  32. 

(  Writing.) 

[Let  the  children  fill  out  the  forms  from  the  suggestive  questions 
and  blanks,  the  teacher  reading  the  question  if  necessary.] 

The  bO)rS  (are  doing  what?). 

{Who?)  are  driving  the  sheep. 

The  birds  are  eating  {what?). 

The  girls  are  playing  dolls  (where?). 

The  (what  kind  off)  birds  are  singing  (where?). 

The  little  child  sleeps  gently  (where?). 


j6s  Thought  and  Expj'ession. 

The    {what  kind  of?)    dogS    {do  what?)  (where?). 
{Who?)  (does  what?)  (how?)  (where?) 

can  write ; 

had  come 


Has brought ? 

0,  how ■ has  dried ! 

(Heading.) 

From  the  board,  from  their  slates,  and  from  Lesson  29. 

(Dictation,) 

From  idioms  in  Lessons  7,  8,  11. 

(Thought  writing.) 

Idioms  in  Lessons  4  and  6. 

[The  teacher  will  find  it  well  to  let  the  class  write  test  examples 
first  slowly  and  carefully,  then  a  little  faster,  but  with  equal  accu- 
racy, then  let  them  write  still  more  rapidly,  but  never  so  fast  as  to 
obscure  the  writing.  Their  real  handwriting  is  not  formed  till  they 
write  their  thoughts  rapidly  and  unconsciously.] 

(Thought  reading.) 

Idioms  in  Lesson  30. 

[Teacher  writes  any  familiar  example  on  the  board.  One  or  more 
of  the  pupils  will  read  it.  Teacher  (removing  it)  calls  upon  one  or 
more  to  speak  it,  and  thus  compares  the  two  utterances  as  a  test 
of  the  reading.  Repeat  this  exercise.  If  speaking  is  thinking 
aloud  unwritten  thoughts,  reading  is  only  thinking  aloud  written 
thoughts.] 


Expressions  for  Events.  77 

LESSON  33. 

(  Writing.) 

When  I  went  to  the  window,  I  saw  a 
little  bird  upon  the  wall.  =  When 2 

I  heard,  , I  {where?). 

Do  you   think  that  he  can  write  this 
lesson?  =  Do   that 

(ivhat  ?)  ? 

If  it  does  not  rain,  George  and  Alice  are 

going  to  sail  in  the  boat.  =  If 

______  {who?)  will  come  to  __ 

Don't  blame  me  till  you  know  what  I 

did.  = him  till   

what _. 

Sarah,  will  you  tell  me  where  I  may  find 
my  doll?  = ,   can   you 

When  ___ {where?)? 


78  Thought  and  Expression. 

Father  bought  me  a  ball  when  he  went 
to   Boston.  = sold   

when 

[Let  the  children  read  these   examples  and   review  Lesson  31. 
Give  dictation  exercises  and  keep  up  the  mastery  tests.     The  teacher 

will  see  that  ( )  denotes  a  similar  idiom,  and  is  not  to  be  written 

by  the  pupil.  Be  careful  to  note  what  expressions  have  become 
familiar  and  what  have  not.  Let  the  former  be  written  with 
promptness.  Let  all  others  be  brought  forward  by  frequent  reviews 
or  appeals  to  the  memory.] 


lesson  34. 

(  Writing.) 

Mother  says,  "I  cannot  let  you  go."  = 

says  '? " 


"John,"  said  he,  "we  shall  have  a  jolly 
time."  =  " ,"    said    they,     " 


"What  are  you  doing  there?"  said  Peter. 
=  << ?"  said 


Expressions  for  Events.  79 

"Are    you    going    to    the   great   Exhi- 
bition ?"  said  Hal. 

"No,  I  cannot  go,"  said  Alice. 

"I  will  not  part  with  my  nice   sled," 

said  Freddy,  in  a  rage.  =  " 

"  said  


as  he  came  up. 

"Where  shall  we  pass  the  glorious 
Fourth  ?w  said  all  the  boys  as  the  teacher 
closed  the  school.  =  etc. 

"Come  with  me,"  added  Jack;  "I  can 
show  vou  where  the  fish  will  bite."  =  etc. 

"Are  we  waiting  here  for  nothing?" 
"I  hope  not,"  replied  Charles,  as  he 
walked  about  slowly.  =  "You  must  not" 
in  a  low  tone. 


[Let  these  examples  be  written  and  read.     Let  no  one  omit  the 
quotation  marks  ("  ").     The  teacher  will  show  why  they  are  used.] 


8o  Thought  and  Expression. 

LESSON  85. 

(Dictation,) — Miscellaneous  Exercises. 

1.  Teacher  pronounces  distinctly,  It  is  a  dog;  Here  is 
my  hat ;  thus  giving  some  six  or  more  easy  sentences  such 
as  the  pupils  can  write  from  memory. 

[Encourage  the  children  to  write  rapidly,  but  always  distinctly. 
They  must  try  to  keep  up  with  their  thoughts  as  in  speaking.] 

.  2.  Teacher   gives   the   letters   for   several   short   words. 
Pupils  write  the  words. 

3.  Teacher  gives  expressions ;  as,  On  the  floor ;  In  the 

house  ;  Under  the  bed  ;   At  noon  ;  The  pupils  write  them. 

[If  they  cannot  write  a  particular  word,  give  the  letters  orally 
and  see. if  they  can  write  it;  if  not,  write  it  in  full  on  the  board.] 

4.  Give  the  sounds  of  short  words,  &sfox,  rat,  pig,  and 
let  the  children  write  the  letters.     Eeverse  this  exercise. 

5.  Let  the  children  tell  what  letters  they  would  write 
for  any  word  as  the  teacher  utters  it,  and  thereby  cultivate 
the  ear  in  connection  with  the  letters. 

6.  Try  some  of  the  most  familiar  expressions  given 
orally  for  prompt  writing. 

7.  Let  the  children  write  any  expression  which  they  can 

recall. 

[Encourage  the  children  thus  to  write  any  expressions  not  fully  at 
their  command.  It  is  time  now  for  them  to  feel  that  they  can  venture 
a  little.  It  will  create  a  sense  of  want  and  a  determination  to 
supply  it.  They  will  try ;  and  if  they  cannot  quite  think  of  the 
expression,  they  will  impress  it  more  strongly  when  they  get  it.] 


Expressions  for  Events. 


81 


LESSON  36. 

(  Writing.) — Miscellaneous. 

There  he  goes  to  the  top  of  the  house ! 

0,  see  how  the  kite  pulls  the  string ! 

"Mew!  mew!  mew!"  said  the  cat. 

Come,  come,  John,  it  rains ;  we  must  run. 

"Do  you  like  figs,  Fanny !"  said  Tom. 

These   are  the   plums   that  came   from 
New  York. 

Where  are  the  books  that  I  brought  to 
school  ? 


(Dictation.) 

[Use  these  as  models  with  many  variations/ 

Come,  Fred,  and  bring  your  kite. 
Give  me  your  pen  and  pencil. 


82  Thought    and    Expression. 

Where  are  the  boys  ? 

Who  will  write  this  lesson  best  ? 

0,  hear  the  boys  shout ! 

[Add  to  these  any  of  the  combined  idioms,  as  in  Lessons  32  and 
33,  and  use  the  following  as  models  to  be  varied  for  prompt  writing.'] 


Is  the  boy  here  ? 
See  that  duck. 
Where  is  Tom  ? 


0,  see  the  boat ! 
Who  is  there  ? 
May  I  go  home  ? 


LESSON  37. 

(  Writing.) 

See  George  looking  for  hens'  eggs. 

See  Mary with  her  doll. 

There  is  Rover  carrying  a  basket  in  his 
mouth. 

Here  is  Jane for  her  mother. 

John  has  come  to  take  the  flowers.  = 
has  gone  . some  plums. 

Will  you  send  Hal  to  tell  the  news  ?  == 
Shall come  to in  your  boat. 


Expressions  for  Events,  83 

I  found  the  hat  covered  with  dust.  = 
He left  his  coat with  water. 

Starting  early  in  the  morning,  we  reached 

the  lake   before   noon.  = at  

I 

(Dictation.) 

Bring  me  your  pen.  Call  the  boys. 
Where  are  your  slates  ?  White  clouds  are 
pretty.      Come,   Jane,   write  your  lesson. 


Here  are  the  ducks  that  came  across  the 
river.  See  the  big  duck.  How  high  she 
holds  her  head !     Where  are  they  going  ? 

(Heading.) 

[Take  this  lesson  and  the  one  preceding.] 


84  Thought  and  Expression. 

LESSON  38. 

(Reading.) 

John  has  been  in  the  field  looking  for 
berries.  He  has  found  a  dish  full.  0, 
how  sweet  they  are !  Can  I  go  with  him 
next  time  ? 

0,  see  this  bird's  nest!  I  will  not 
touch  the  eggs.  0, 
what  pretty  little 
eggs!  There  are  one, 
two,  three,  four  white 
eggs.  Hear  the  birds !  How  they  scream ! 
I  will  go  away. 

0,  hear  the  bees !  They  are  swarming. 
What  do  you  mean  by  swrarming?  Just 
look  and  you  will  see.  The  air  is  full  of 
bees.  The  young  bees  are  seeking  a  new 
hive.  They  will  soon  have  a  home  by 
themselves.  When  they  leave  the  old  hive, 
we  say  they  swarm. 


Expressions  for  Events. 


85 


(Dictation  and  Heading*) 

Do  you  see  the  ducks?  Hear  them, 
quack!  quack!  quack!  Give  them  some 
corn.  0,  how  fast  they  swim !  There ! 
down  goes  one  of  them  out  of  sight ! 

[Give  a  spelling  exercise  in  which  the  children  shall  write  words 

from  the  sounds.      Thus,  giving  the  three  sounds  of   "dog"  , 

, ,  they  are  to  give  the  three  letters,  dog. 


LESSON  39. 


wJ$f& 

(  Writing.)  4fl  jg^ 

Combined  Idioms. 

Kuth  has  a  little 
lamb,  and  Ann   loves  to   feed  it.  =  John 
and  Kate 


86  Thought  and  Expression. 

Ned  asked  me  to  go  fishing,  but  I  can- 
not go.  =  Jane to  play  dolls, 

but 

We  must  go  in,  or  we  shall  get  wet.  = 
or  


Can  you  write  this  lesson?  or  must  I 
repeat  it  ? 

I  can  read  and  write  a  little,  but  Mary 
can  read  and  write  very  well. 

"  I  am  going  to  the  circus  to-day, "  said 
Tom.    "  But  I  shall  go  to  school/'  said  Ned. 

"When  mother  comes  we  shall  have  a 
good  time."  "But  she  will  not  come  till 
next  week,"  said  Mary.  "Very  good," 
said  Ann ;   "  can  we  not  wait  ?" 

I  want  to  see  her  very  much.  She  said 
she  should  get  me  a  nice  new  dress. 

(Dictation,) 

'"[Let  the  teacher  urge  forward  the  memory  and  mastery  exercises.] 


Expressions  for  Events.  87 

LESSON  40. 

(  Writing.) 

The  dog  barks. 

The  dogs 

Where  is  the  horse  ? 

Where the  horses  ? 

Does  the  man  need  help? 

the  men ? 

This  lesson  is  easy. 

lessons easy. 

That  pen  is  good. 

pens good. 

Has  the  boy  returned  ? 

the  boys ? 

Henry  has  written  his  lesson. 

The  girls read  their 

The  bird  is  eating  a  worm. 

The  birds eating 

This  tree  is  tall. 

trees taller these. 


88  Thought  and  Expression. 

What  boy  broke  that  tumbler  ? 

What  boy  has that ? 

Does  the  boy  learn  ? 

boys j ? 

0,  how  the  bees  buzz  ! 
0,  how  the  bee ! 

[Be  sure  that  changes  in  form  are  correctly  and  promptly  made.] 


LESSON  41. 


^;v*ap 


(Reading  and   Writing.) 

Teacher  dictates, — Here  is  a  boy  giving  a  dog  some  drink. 

[Let  one  of  the  more  advanced  pupils  go  to  the  board  and  write ; 
all  the  rest  write  at  their  seats.] 

Children  read  from  the  board  and  from  their  slates. 

Teacher  calls  upon  some  member  of  the  class  to  give  an 
example.     All  write  and  read  as  before. 

Teacher  writes  upon  the  board  three   short  connected 
sentences.     Children  read. 


Expressions  for  Events.  89 

Teacher  gives  orally,  Here  is  a  little  bird.  It  is  a  young 
robin.  Who  will  bring  a  worm  ?  See  how  quickly  he 
eats  it ! 

[When  a  child  asks  for  any  one  of  these  words,  let  the  teacher 
write  it  on  the  board.  Two  problems  are  always  before  the  child 
when  writing — the  thought  and  the  expression.  Give  judicious  aid  in 
both,  that  each  may  respond  promptly  to  the  other.] 

The  children  give  some  two  or  three  similar  examples ; 
the  teacher  writes  and  the  children  read. 

[With  children  there  is  always  a  great  advantage  in  reversing  the 
problem.  Tt  gives  an  insight  into  both  sides  of  it.  They  write 
their  own  thoughts  and  read  those  of  others. 

Let  each  write  any  sentence  that  he  can  recall  and  read 
from  his  slate. 


LESSON  42. 

(  Writing,)— General  Review. 

0,  here  is  a  pig  in  our  parlor ! 
0,  an in  mill- 
pond  ! 

Give  some  bread  and  for 

supper. 

The  books  which were 

very 

I  can better I read. 


90  Thought  and  Expression. 

(Dictation,) 

Give  me  the  pen  and  ink. 
him 


Where  are  my 
Let  me  have  _ 


Will  you  send 

Who this  morning  ? 

[Let  the  teacher  fill  these  blanks  orally.] 
(Dictation  for  Prompt  and  Heady  Writing.) 

Come,  boys,  let  us  have  a  good  play. 

Where  shall  we  go? 

We  will  go  to  the  nice  lawn. 

So  we  will,  but  I  must  get  my  hat. 

May  my  brother  Joe  go  with  us  ? 

Yes ;  and  Sam  too. 

What  shall  we  play? 

We  shall  play  ball,  of  course. 

Have  you  a  good  bat  ? 

Yes ;  I  have  a  good  one. 


Expressions  for  Events,  9  i 

(Writing.) 

To  Arrange  Words  Properly. 

The  bear  the  garden  is  in. 
Is  where  my  brother's  horse? 
The  hill  on  is  a  tree  tall. 
Give  your  sister  to  a  small  ring. 


LESSON  48. 

(Heading.) 

See  the  bright  moon  in  the  west. 
Hear  the  birds  sing  in  the  grove. 
Where  shall  we  eat  our  nice  lunch? 
Who  will  bring  us  some  spring  water? 
What  can  we  find  in  the  meadow  ? 
That  man  brought  his  son  with  him. 
Will  you  let  me  read  next  ? 
Why  ought  you  to  learn  to  read  ? 
I  can  write  my  name  in  my  book. 
My  mother  says  I  can  read  very  well. 
I  have  been  at  school  onlv  four  months. 


92  Thought  and  Expression. 

Do  you  not  like  to  write  our  nice 
lessons  ? 

The  teacher  gives  us  new  lessons  every 
day. 

She  told  my  mother  that  I  should  soon 
write  a  letter. 

I  wish  I  could  write  a  letter  to-day. 

Where  is  the  thimble?  I  want  to  sew 
my  torn  frock. 

Have  you  any  thread  ?  0,  yes,  but  it  is 
black,  and  my  frock  is  white. 

The  rabbit  is  eating  clover. 

Who  will  bring  me  some  fresh  milk  ? 

0,  hear  the  drums  beat ! 

What  are  the  boys  doing  with  those 
poor  little  birds  ? 

When  the  rain  is  over,  father  and  I  are 
going  into  the  woods  for  nuts. 

"George,"  said  Mary,  smiling,  "will  you 
bring  your  basket  full  of  nuts?" 

"Yes,"  said  George,  "and  you  shall 
have  half  of  them." 


Part  III. 


EXPRESSIONS  FOR  CONNECTED  EVENTS. 
(  Stories.) 

LESSON  44. 

[Let  the  children  first  read  from  the  book,  then  copy  carefully, 
making  all  the  points  and  breaks  for  the  paragraphs.] 


The  Rabbit. 

[Story  as  written,  to  be  read  and  written  by  the  pupils.] 

Bunny  was  a  little  rabbit.     He  had  long  ears 

and  a  short  tail.     His  home  was  in  the  thick 

93 


94  Thought  and  Expression. 

bushes,  and  his  house  was  in  the  ground.  Early 
one  morning  his  mother  went  out  to  gnaw  the 
bark  from  the  shrubs,  but  she  told  Bunny  to 
stay  in  his  house. 

As  soon  as  the  mother  was  away  Bunny  said 
to  himself,  "  I  have  been  shut  up  in  this  dark 
hole  all  my  life.  Why  should  I  not  have  a  good 
time  and  run  among  the  bushes?"  So  out  he 
came,  happy  as  a  lark,  and  skipped  among  the 
thick  shrubs. 

Soon  he  heard  a  strange  sound.  "What  is 
that?"  said  Bunny  as  he  pricked  up  his  long 
ears.  It  was  the  dog  chasing  the  rabbit  back  to 
her  safe  home.  Poor  Bunny !  As  he  ran  back 
for  his  home  he  lost  his  way  among  the  bushes, 
and  at  last  fell  into  the  jaws  of  his  and  his 
mother's  worst  foe. 

The  little  ones  who  disobey  their  mothers  are 
sure  to  meet  with  trouble. 

Teacher  writes  any  short  story  on  the  board.  Children  copy  the 
same,  then  read  as  above.  Let  the  children  copy  any  of  the  pre- 
vious lessons  in  like  manner,  putting  in  every  mark  required. 

[Let  the  children  exchange  slates  after  writing  this,  and  read 
from  one  another's  slates.  They  should  notice  and  mention  any 
deviations  from  the  printed  example.  The  more  they  copy,  the  surer 
they  are  to  observe  distinctions.] 


Expressions  for  Connected  Events.         95 

LESSON  Jf5. 
The  Selfish  Pig. 

[Story  as  narrated, — to  be  heard,  written  and  read  by  the  pupils.] 

Now  I  will  tell  you  a  little  story.  I  wish 
you  all  not  only  to  hear  it,  but  to  tell  it  on  your 
slates,  and  then  read  it  to  me. 

[Here  the  teacher  relates  in  short  sentences 
the  story,  of  which  these  are  the  points :  Years 
ago — in  Maine — Uncle  George  kept  three  little 
pigs — the  largest,  called  Grouty — was  cross — 
would  bite  and  drive  off  the  other  two  when  fed 
— would  eat  up  everything — and  let  the  two  go 
hungry — grew  fat — they  became  lean.  One  day 
Uncle  George  had  some  friends  come  on  a  visit 
— so  he  killed  Grouty  because  he  was  fat.  Thus 
the  selfish  pig  got  his  reward.] 

Teacher  tells  some  fresh  story  having  a  local  interest ;  thus  the 
children  learn  to  report  in  writing  what  they  hear. 

Note. — It  is  of  the  first  importance  that  children  learn  to  grasp 
a  story  in  its  fullness,  and  to  narrate  it  in  their  ovm  language.  At 
first  it  will  be  best  that  one  or  more  narrate  it  separately,  so  as  to 
call  attention  to  omissions  and  defects.  In  writing  let  the  point  be 
to  make  it  interesting ,  to  tell  it  all  with  life.  The  children  should  read 
each  one  his  own,  and  all  judge  who  has  told  the  story  well.  The 
teacher  will  notice  that  there  should  be  at  least  three  breaks  or 
paragraphs  in  this  story.  Let  the  children  get  in  the  way  of  putting 
all  little  stories  under  the  one  main  story  by  themselves  as  parts  of 
the  whole. 


96  Thought    and    Expression. 


LESSON  46. 
The  Ants. 

[Story  as  told  partly  by  Clara  and  partly  by  Eva ;  to  be  read  as  it 
is,  then  to  be  written  in  substance  by  the  children  and  read  as  their 
own  narrative.] 

Clara.  Come  with  me,  Eva,  and  see  those 
little  bugs  creeping  around  on  that  pile  of 
sand.. 

Eva.  Do  you  call  these  little  things  bugs, 
Clara? 

Clara.  Yes,  Eva ;  I  thought  they  were  bugs. 

Eva.  O,  no,  Clara ;  they  are  ants. 

Clara.  Ants !  My  ants  Mary  and  Lucy  are 
as  big  as  my  mother.  They  are  not  bugs! 
They  talk  and  eat.  They  never  creep  around 
in  the  sand,  but  walk  as  I  do,  only  they  are 
larger  than  I  am. 

Eva.  O,  you  mean  aunts!  When  we  talk, 
we  speak  them  both  alike;  but  when  we  write 
what  you  call  bugs,  we  write  ants,  and  the  other 
aunts.  Now  let  me  see  you  write  the  word  for 
your Mary. 


Expressions  for  Connected  Events.         97 


Clara.  O,  now   I   see    where   I    was    wrong. 

There  are  two  kinds  of ,  one  ants,  the  other 

aunts.  But  these  ants  are  so  busy !  O,  see  that 
one  tugging  at  that  little  bit  of  sand !  O,  how 
he  pulls ! 

Eva.  Yes,  Clara,  they  are  never  idle.  These 
little  busy  ants  have  built  up  what  you  call  that 
pile  of  sand ;  it  is  really  an  ant-hill.  There 
are  more  little  grains  of  sand  than  you  can 
count. 

Clara.  O,  Eva,  do  you  mean  to  say  that  these 
little  ants  have  made  all  this  big  hill  ? 

Eva.  Yes,  Clara ;  and  they  teach  us,  if  we  will 
be  busy  every  day  in  doing  something  good,  in 
the  end  we  may  show  something  more  wonderful 
than  this. 

Let  the  children  tell  this  story  in  three  parts 
(paragraphs). 

1.  What  Clara  thought  the  ants  were,  and 
what  she  called  her  own  aunts. 

2.  How  Eva  corrected  Clara  by  showing  her 
how  to  write  the  two  words. 

3.  What  they  both  observed,  and  said. 

7 


98  Thought  and  Expression. 

[First,  let  one,  two  or  more  tell  orally  each 
part.     The  teacher  will  guide  them. 

Next,  let  them  tell  the  story  by  making  them- 
selves act  the  part  of  the  writer,  thus,  "Come 
with  me,  Eva,"  said  Clara,  "  and  see  those  little 
bugs,"  etc.] 

Note. — It  is  assumed  at  this  stage  that  the  children  have  acquired 
some  freedom  in  writing  out  their  thoughts.  If  so,  they  have  called 
upon  the  teacher  for  many  expressions  not  contained  in  the  Lessons. 
This  is  as  it  should  be.  The  special  demands  for  language  depend  so 
much  upon  locality,  occupation,  and  special  surroundings  that  no 
book  can  furnish  a  vocabulary  suited  to  every  case.  In  writing  as 
in  speaking  children  must  be  told  what  language  to  use  and  how  to 
use  it.  How  do  you  write  so  and  so?  is  exactly  parallel  to  "  How 
do  you  speak  or  say  so  and  so?"  and  this  is  the  ever-recurring  ques- 
tion of  children.  They  need  practice  in  all  the  various  ways  in 
which  thought  is  represented  to  the  eye.  In  this  last  lesson  two  are 
represented  as  talking  to  each  other.  Let  the  children  learn  to 
gather  up  these  thoughts  and  tell  the  story  as  their  own.  In  every 
such  change  they  should  show  by  the  tones  of  voice  in  reading  that 
they  recognize  the  several  parties  concerned. 


LESSON  47. 
Rhyming  Game. 

[Partly  by  Kate  and  partly  by  Jane  just  as  they  told  it;  to  be  read 
and  imitated  by  the  children  in  a  similar  game  with  cat,  jar,  plate.] 

Kate.  I  have  something  that  rhymes  with  bed. 
Jane.  Is  it  my  little  brother  ? 
Kate.  No ;  it  is  not  Ned. 


Expressions  for  Connected  Events.         99 

Jane.  Is  it  what  some  one  has  just  spoken? 

Kate.  No ;  it  is  not  said. 

Jane.  Is  it  what  the  old  bird  has  done  for  her 
young? 

Kate.  No ;  it  is  not  fed. 

Jane.  Is  it  the  color  of  that  rose  ? 

Kate.  No  ;  it  is  not  red. 

Jane.  Is   it   what  we   say  when   a   bird   has 
gone? 

Kate.  No ;  it  is  not  fled. 

Jane.  Is  it  what  we  do  to  help  a  little  child  ? 

Kate.  No ;  it  is  not  led. 

Jane.  Is    it   what    Flora    says   of    her    poor 
father? 

Kate.  No ;  it  is  not  dead. 

Jane.  Is  it  what  we  put  upon  a  bed  ? 

Kate.  No ;  it  is  not  a  spread. 

Jane.  Is  it  what  we  eat. 

Kate.  No  ;  it  is  not  bread. 

Jane.  Is  it  what  Tom  and  I  use  in  sliding 
down  the  hill. 

Kate.  Yes  ;  it  is  a  sled. 


IOO 


Thought  and  Expression. 


LESSON  48. 
Fanny  and  her  Doll. 

[Story  told  by  the  writer,  but  in  Fanny's  own  words ;  to  be  read 
by  the  children  and  then  written,  each  child  distinguishing  Fanny's 
words  from  the  writer's.] 

" Mother/1  said  Fanny,  "you  know  the  little 
doll,  Peep,  which  you  gave  me  on  my  birthday  ?" 

The  tears  stand- 
ing in  her  little 
blue  eyes,  she 
added  :  "  I  went 
down  to  the 
brook  to  show 
dollie  how  the 
water  dashed  on 
the  stones." 

"As  I  bent 
down,"  she 
sobbed  out,  "to 

pick  up  a  white  pebble,  my  doll  slipped  from  my 

hand  and  fell  into  the  brook." 

"I  cried   out,"  she   said,  " '  O,  Peep!   Peep! 
come  to  me!'  but  the  swift  stream  carried  her 


Expressions  for  Connected'  Events*.       ior 


down  into  the  thick  swamp.     She  went  out  of 
sight  and  is  lost." 

"Oh,  mother!  mother!"  she  cried;  "what shall 
I  do?  She  was  the  nicest  doll  I  ever  saw.  I 
never  can  have  another  so  good  !  I  ought  not  to 
have  taken  her  down  to  the  brook.  When  I 
thought  of  what  you  told  me,  that  I  must  not  go 
near  the  swift  stream  without  my  brother,  I  cried 
and  felt  sorry  that  I  had  been  naughty." 

"And  now,  my  dear  mamma,"  she  said,  "I 
will  be  a  good  girl,  and  not  disobey  you.  Please 
forgive  me  this  time,  and  I  shall  remember  what 
you  tell  me." 

Note. — The  teacher  should  be  careful  at  this  stage  not  to  give 
the  children  anything  like  a  solitary  and  discouraging  task  of  find- 
ing out  (inventing)  what  to  say  about  a  subject.  Their  thoughts 
should  flow  so  freely  as  to  create  a  demand  for  expression. 

To  this  end  writing  should  follow  an  animated  conversation  be- 
tween teacher  and  pupils.  The  ideas  developed  should  then  be  written 
while  fresh  in  mind,  and  that  without  any  formal  arrangement. 
Give  the  children  experience  in  thinking,  arranging,  and  writing,  and 
then  attention  may  gradually  be  drawn  to  the  matter  of  method. 

Let  the  children  now  be  encouraged  to  tell  some  story  about  what 
they  really  saw,  and  let  this  be  written  by  all.  Perhaps  some  will 
like  to  give  it  as  a  dialogue. 

It  is  important  for  them  to  become  familiar  with  all  the  methods 
of  representing  thought,  whether  by  continued  narrative,  by  dia- 
logue, by  quotation  of  the  actual  language  of  others,  or  by  the 
incorporation  of  it  without  quotation. 


102 


Thought  and  Expression. 


LESSON  49. 
The  Hawk  and  the  Stray  Chicken. 

[Story  written  by  the  children  as  heard  from  the  teacher ;  to  be 
read  by  each,  and  to  be  noted  with  reference  to  fullness  of  detail.] 

Teacher  tells  the  children  a  story  to  be  written 
on  their  slates.     The  following  are  the  points : 


X, 


[A  farmer  had  been  annoyed  by  a  hawk, 
day  a  hen  with  her  chickens 
was  at  a  little  distance  from 
the  barn.  Suddenly  she 
called  the  chickens ;  all  but 
one  gathered  around  her. 
This  one  stood  upon  the 
fence  some  distance  off.  Soon 
the  hawk  appeared  just 
above  the  barn.  The  hen 
called  louder  and  louder, 
but  the  careless  little  chick 
did  not  heed  her.  In  a 
moment  down  came  the 
hawk  and  took  the  chicken 
in  his  claws.  Just  at  this 
time  the  farmer,  who  had 
seen  the  hnwk   in  the  dis- 


One 


Expressions  for  Connected  Events.       103 

tance  and  seized  his  gun,  hiding  behind  some 
bushes,  rose  up  and  shot  the  hawk  just  as  he 
began  to  fly  off  with  his  prey.  Thus  the 
chicken,  with  some  cruel  scratches,  came  back 
to  its  mother.] 


LESSON  50. 
What  we  Saw  and  Felt. 

[Pupils  come  in  from  recess  full  of  excitement. 
They  had  been  permitted  to  go  a  little  distance 
to  a  cool  spring ;  near  the  spring  was  a  clump  of 
hazel-bushes ;  here  the  hornets  had  built  a  nest. 
One  of  the  boys  threw  a  stone  at  the  bushes,  not 
knowing  that  the  hornets  were  there.  A  great 
buzzing  followed.  Soon  Kate  Jones  cries  out, 
"O,  how  he  bites  r  then  Tom  Gray,  "O,  I  am 
stung!"  and  off  they  all  rush  for  the  school- 
room. The  teacher  calls  them  to  order  and 
allows  them  to  tell  the  story.] 

She  tells  them  about  the  habits  of  the  hornet, 
and  tells  them  to  write  their  story.  Instead  of 
this,  as  it  cannot  be  real  to  the  present  class,  let 
any  one  tell  any  story  of  what  he  really  saw. 


104  Thought  and  Expression: 

Note, — The  most  important  point— that  which  should  be  placed 
above  all  others — is  to  give  freshness  and  real  zest  to  the  written 
narration.  Keep  up  the  two  corresponding  processes  of  reading 
and  writing,  prompted  always  by  the  impulse  of  thought.  Chil- 
dren have  an  intense  interest  in  what  they  see  and  tell  for  themselves. 

Let  the  teacher  read  some  interesting  story,  and  then  let  the  chil- 
dren report  in  writing  all  that  they  can  remember  of  it. 


LESSON  51. 
The  Sail. 

[Let  the  children  read  this  as  a  distinct  lesson,  and  then  copy  it 
for  a  second  reading.  Be  careful  that  they  put  in  the  quotation 
marks  and  understand  their  full  significance.] 

"  Come,"  said  Tom,  "  you  will  never  be  ready. 
Our  sailboat  has  been  waiting  a  whole  hour." 

"  I  have  been  urging  Biddy  to  get  our  lunch 
put  up,"  said  Joe.  "  You  know  we  are  to  stay 
at  Sandy  Beach  till  two  o'clock,  and  we  shall  be 
hungry  before  we  get  home." 

"I  beg  your  pardon,"  said  Tom;  "I  never 
thought  of  lunch,  and  we  shall  be  four  miles 
from  the  town." 

"  Besides,"  said  Joe,  "  our  skipper  has  gone  to 
get  the  rudder  mended.  We  must  wait  a  full 
half  hour  for  him.  But  we  shall  have  enough 
to  do  to  get  everything  ready  on  board  the  boat" 


Expressions  for  Connected  Events.       105 

"  Good-bye/'  said  the  boys  as  they  started  for 
the  wharf;  "  if  the  tide  is  not  against  us,  you  may 
expect  us  home  at  five ;"  and  off  they  started  for 
a  sail  down  the  bay. 

A  brisk  wind  from  the  north  brought  them  to 
Sandy  Beach  in  less  than  two  hours.  "  There !" 
said  Joe ;  "  when  did  this  famous  craft  ever  sail 
faster  ?"  "  We  are  here  early  enough/'  replied 
Tom ;  "  and  now  for  our  bath." 

It  was  one  of  those  hot  days  in  July  when  a 
bath  in  salt  water  is  most  refreshing.  "How 
cool  the  water  is!"  said  Joe  as  he  dashed  in, 
plunging  headlong  under  the  surface. 

"That  is  well  enough  for  you/'  said  Tom — 
"  you  can  swim ;  but  I  prefer  to  stay  here,  where 
the  water  is  not  deep." 

"  O,  you  will  never  learn  to  swim,"  said  Joe, 
"  unless  you  venture  more  than  all  that.  Come 
to  me,  and  I  will  show  you  how  to  swim." 

"  O,  do  !"  said  Tom  ;  "  that  is  just  what  I  want." 

"  O,  O,  O !"  he  cried  as  Joe  dashed  him  under 
the  water ;  "  you  will — " 

Let  the  children  put  this  story  into  a  dialogue  between  Tom  and 
Joe,  putting  in  the  writer's  thoughts  as  if  spoken  by  one  of  them, 
and  completing  the  story  as  each  may  fancy  it  ended. 


io6  Ihought  and  Expression. 


LESSON  52. 
Bat  Story. 

[Story  told  by  the  writer  as  it  occurred,  to  be  read  by  the  chil- 
dren, and  then  written  from  memory  with  all  books  closed.] 

Little  Amy  was  a  good,  bright  child,  who  was 
busy  all  day,  both  working  and  playing.  And 
when  night  came,  she  would  go  to  bed  so  tired 
that  soon  after  her  little  head  touched  the  pillow 
she  would  fall  asleep. 

But  one  very  hot  night  in  July  she  could  not 
go  right  off  to  sleep,  though  her  window  was  wTide 
open  to  let  in  the  air.  As  she  lay  there  trying 
to  keep  her  eyes  shut  she  heard  a  strange  noise 
in  the  room.  Amy  was  not  a  timid  girl,  but  this 
noise  made  her  heart  beat  fast. 

Something  kept  hitting  the  walls  of  her  room 
and  then  the  ceiling,  and  she  thought  she  heard 
a  pair  of  wings  flap,  as  if  a  large  bird  was  in 
the  room.  She  tried  not  to  think  about  it,  when 
very  soon  she  felt  something  brush  across  her 
face,  and  she  screamed  aloud. 

Just  then  the  moon  came  out  from  behind  a 
cloud  and  shone  in  at  her  window.     She  saw  by 


Expressions  for  Connected  Events.       107 

the  light  it  gave  that  a  large  black  object  was 
flitting  about  the  room,  first  to  one  side  and  then 
to  the  other.  Amy  cried,  "O,  father!  father! 
here  is  a  great,  big  bird  in  my  room !  Do  come 
and  catch  it." 

Her  father  came  in  with  a  light,  and  shutting 
the  door  and  window  began  to  chase  Amy's  bird 
around  the  room.  But  as  soon  as  he  had  a  good, 
fair  look  at  it  he  said,  "  Why,  my  little  girl,  that 
is  no  bird ;  it  is  a  bat,  Amy." 

When  the  bat  was  caught,  he  brought  it  to  her 
and  showed  her  what  big  wings  it  had,  and  said, 
"  No  wonder  you  could  not  sleep.  A  bat  makes 
a  great  noise  in  a  room." 

Amy  thought  it  was  very  ugly,  and  said  she 
would  never  have  a  bat  for  a  pet  so  long  as  she 
lived. 

So  the  bat  was  put  out  of  the  window,  and 
before  long  Amy  fell  into  a  good  sound  sleep. 


Let  the  children  narrate  some  story  which  they  have  heard.  Let 
it  be  the  subject  of  a  conversation,  and  thus  let  it  be  prepared  to  be 
written  for  the  next  exercise. 


108  Thought  and  Expression. 

LESSON  53. 
Bear  Story. 

[Story  told  by  the  writer  in  substance  as  Uncle  Ralph  told  it 
orally  to  him ;  to  be  read,  and  then  narrated  by  the  children  with 
the  books  closed.] 

Uncle  Ralph  was  a  famous  woodsman.  He 
lived  in  Vermont  when  the  country  was  new. 
Besides  a  little  land  which  he  tilled,  he  owned  a 
large  forest,  in  the  midst  of  which  he  had  built 
a  sawmill. 

He  said  that  he  was  at  work  at  his  mill  one 
day  in  the  spring  and  had  just  begun  to  saw  a 
huge  pine  log.  It  was  about  noon.  He  had 
taken  out  his  tin  pail,  in  which  was  his  dinner. 
For  a  moment  he  placed  it  upon  the  log  through 
which  the  saw  was  slowly  cutting  its  way.  He 
then  stepped  into  the  shed  near  by,  not  knowing 
what  pair  of  eyes  was  watching  his  steps. 

As  he  came  out  to  see  how  much  work  the 
saw  had  done,  to  his  great  surprise  a  large 
bear  was  mounted  on  the  log  with  his  back  to 
the  saw,  quietly  eating  up  the  hungry  man's 
dinner.  It  was  of  no  use  to  oppose.  The 
dinner  was  fast  going.     It  may  be,  he  thought. 


Expressions  for  Connected  Events.       1 09 

the  bear  will    have  the   worst   of  it,  after  all. 
Bears  are  not  used  to  sawmills. 

As  the  saw  moved  up  and  down  it  began  to 
tickle  the  bear's  tail.  "  Ugh !"  growled  old 
Bruin.  Soon  it  began  to  scratch  him  severely. 
Then,  turning  around  and  rising  up,  he  fiercely 
seized  the  saw  with  his  teeth.  Poor  bear !  he 
lost  his  dinner.  In  a  moment,  as  the  saw  came 
down,  it  took  away  all  relish  for  his  stolen  repast, 
and  sent  him  tumbling  from  the  log. 

Teacher  reads  some  story  like  that  of  Putnam  and  the  wolf,  con- 
versing about  it  and  answering  questions,  then  gives  it  to  be  written 
and  read.     It  is  to  be  the  reading  lesson  for  the  next  day. 


LESSON  54. 
A   Letter. 

[Story  told  by  Susie  in  Providence  to  her  mother  in  Boston.] 

Pro  VIDENCE,  May  1,  1877. 


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Expressions  for  Connected  Events.       1 1 1 

Let  the  children  turn  the  Bear  Story,  Lesson  53,  also  the  sub- 
stance of  Lessons  46,  48,  50  and  51,  into  letters. 

Let  them  write  letters  about  some  interesting  occurrence  at  school 
to  some  absent  friend.  The  teacher  will  guide  them  in  respect  to 
details. 

Suggestions. — At  this  stage,  the  children  who  have  followed 
the  course  faithfully  have  acquired  considerable  facility  in  writing 
their  thoughts.  If  in  the  exercises  their  own  simple  thoughts  have 
found  free  expression,  somewhat  as  when  they  speak,  they  have 
already  begun  to  enjoy  the  work. 

A  genuine  relish  for  writing  and  reading  is  the  vital  point  to  be 
gained.  This  will  increase  as  the  children  see  in  their  work  some- 
thing real  and  practical.  The  all-absorbing  impression  that  they 
are  expressing  their  thoughts  takes  away  the  feeling  of  fatigue  and 
disgust  arising  from  the  constant  repetition  of  muscular  action  or 
of  mental  effort  in  making  and  recognizing  the  same  forms. 

The  nearer  this  repression  approaches  to  that  of  the  correspond- 
ing efforts  in  speaking  and  hearing,  the  better  will  be  the  work ; 
and  the  nearer  the  frequency  of  writing  and  reading  approaches  to 
that  of  oral  intercourse,  the  more  certain  the  success.  To  this  end  a 
Second  Book  in  Thought  and  Expression  is  arranged  to  keep  up 
continued  practice  in. all  forms  of  writing  in  connection  with  the 
school  exercises  and  the  affairs  of  life. 

It  will  be  easy  for  the  teacher  to  call  attention  to  any  needed 
points  in  what  they  write,  regarding  the  words  as  language  (not 
expression  of  thought).  Thus,  the  alphabet,  the  sounds  of  the  letters, 
the  syllables  of  the  words,  the  order  of  the  letters  in  the  words,  the 
penmanship,  the  difference  between  capital  and  small  letters,  the 
punctuation-marks,  the  order  of  words  in  idioms,  their  change  of 
form,  etc.,  etc.,  all  of  which  they  are  to  notice  as  what  they  have  made 
without  thinking  at  the  time  why  they  did  it.  They  will  thus  evolve 
from  their  own  good  habits  the  practical  rules  for  their  guidance. 


f-f 


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Hagar's  Mathematical  Series. 


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Dictation  Problems  in  Arithmetic. 
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